Lesson 1: Head
Unit Group Lesson
1. Match Concrete Objects
Present two heads. Say, “This is a head,” Ask each child in turn to put the head with the head.
Gradually increase number of irrelevant objects from which (s) he must select head to match.
2. Discrimination Objects
Present several objects. Have each child touch the head in response to verbal direction, “Touch the head.”
3. Locate Own
Have each child touch his/ her own head upon request: “Touch your head, (child’s name).”
4. Match Pictures
Present several pictures of common objects. Have each child match the pictures of the heads.
5. Discriminate Pictures
Present a group of several unrelated pictures of objects. Have each child touch the picture of the head in response to verbal direction, “Touch the head.”
6. Figure- Ground
Present a “busy” picture with much visual discrimination. Ask each child to find the picture of the head.
7. Visual Closure
Partially cover each of several pictures with paper. Ask each child to find the picture of head.
8. Function
Ask, “What do we do with our heads?”
9. Association
Ask, “What goes with the head?” Use related pictures or objects including hat, wigs, hair, etc., with several unrelated objects or pictures.
10. Imitate Verbalization
Present a head and ask, “What is this? Say, “Head” The child will imitate “Head.”
11. Verbalize Label
Present a head and ask, “What is this?” The children will response, “Head”
12. Concept Enrichment
Discuss the location of the brain in the head, the function of the brain help us think, move, learn and remember; differences in brains- some work very fast and some work more slowly.
Music
1. Sing to the tune of “ Here we go Round the Mulberry Bush”
Verse 1: This is the way I touch my head,
Touch my head, touch my head
This is the way I touch my head
I touch (child’s name) head.
Verse 2: This is the way I pat my head…
Verse 3: This is the way I shake my head…
Verse 4: This is the way I wash my head….
Pantomime: “Touch my head” On the last line, touch a child’s head and have the group sing the child’s name.
2. Sing to the tune of “If You’re Happy and You Know it”.
Verse 1: If you’re happy and you know it touch your head.
If you’re happy and you know it touch your head.
If you’re happy and you know it.
Then your face will surely show it.
If you’re happy and you know it touch your head.
Verse 2: If you’re happy and you know it pat your head.
Verse 3: If you’re happy and you know it, shake your head.
Art
1. Distribute pictures of bodies without heads from catalogs or magazines. Have the children paste the bodies with matching heads, onto construction paper.
2. Using the above technique, have children paste animal heads on animal bodies.
3. Make a collage either as a group or individual project. Have children cut out pictures of heads of various sizes and paste on construction paper or poster board.
Games
1. Play “Touch the Head”. Have a child close his eyes (or use a blindfold) and touch another child’s head. Then let him guess which child he is touching.
Storytelling
1. Fingerplay: “Who feels happy”:
“Who feels happy, who feels gay?
All who do, pat their heads this way?
Who feels happy, who feels gay?
All who do scratch their heads this way.
Cognitive
1. Count how many heads each child has.
2. Make a picture of a child with the head missing and ask, “What’s missing”
Enrichment
Have children match the correct number of heads to numerals on cards. On one side of each card, put a numeral; on the back of the card, put the same numeral and an appropriate number of circles for each numeral as a cue to the correct number. Make heads for matching. Have children work with cued sides of cards until they can progress to uncued sides.
Lesson 2: Eyes
Unit Group Lesson
1. Match Concrete Objects
Present two eyes. Say, “This is an eye,” Ask each child in turn to put the head with the head.
Gradually increase number of irrelevant objects from which (s) he must select head to match.
2. Discrimination Objects
Present several objects. Have each child touch the eyes in response to verbal direction, “Touch the eyes.”
3. Locate Own
Have each child touch his/ her own eyes upon request: “Touch your eyes, (child’s name).”
4. Match Pictures
Present several pictures of common objects. Have each child match the pictures of the eyes.
5. Discriminate Pictures
Present a group of several unrelated pictures of objects. Have each child touch the picture of the eyes in response to verbal direction, “Touch the eyes.”
6. Figure- Ground
Present a “busy” picture with many visual discriminations. Ask each child to find the picture of the eyes.
7. Visual Closure
Partially cover each of several pictures with paper. Ask each child to find the picture of eyes.
8. Function
Ask, “What do we do with our eyes?”
9. Association
Ask, “What goes with the eyes?” Use related pictures or objects including glasses, mascara, etc., with several unrelated objects or pictures.
10. Imitate Verbalization
Present a head and ask, “What is this? Say, “eyes” The child will imitate “Head.”
11. Verbalize Label
Present an eye and ask, “What is this?” The child will response, “eyes”
12. Concept Enrichment
Eyes have lashes and lids. Discuss what their functions are.
Music
Sing to the tune of “ Here we go Round the Mulberry Bush”
Verse 1: This is the way I touch my eyes,
Touch my eyes, touch my eyes
This is the way I touch my eyes
I touch (child’s name) eyes.
Verse 2: This is the way I close my head…
Verse 3: This is the way I blink my head…
Verse 4: This is the way I roll my head….
Pantomime: “Touch my eyes” On the last line, touch a child’s eyes and have the group sing the child’s name.
Sing to the tune of “ Row, Row, Row Your Boat”
Look, look with your eyes, (Cup hand around eyes)
See what you can see.
I see a boys and girls are here. (Point to boys and girls)
I see a friend to me. (Pick a friend)
Art
1. Help children make “play glasses” Have them cut a pair of circles from a plastic holder from canned beverage six packs and attach pipe cleaners for ear pieces.
2. Help children make a strip of paper with different pairs of eyes and a paper plate with nose and other features of it. Cut slits for the eye paper and let children select eyes.
3. Have each child paste pictures of eyes on outline of head and body and decorate the picture.
Games
1. Help children make a “World Watcher”. Let them assemble toilet tissue tubes, yarn, hole puncher. Have each child string yarn through the holes and hang the tubes around their necks. Let them go on a walk, “watching the world”.
Enrichment
1. Have each child look at her eyes in a mirror and determine what color they are.
Lesson 3: Ears
Unit Group Lesson
1. Match Concrete Objects
Present two ears. Say, “This is an ear,” Ask each child in turn to put the head with the ears.
Gradually increase number of irrelevant objects from which (s) he must select ear to match.
2. Discrimination Objects
Present several objects. Have each child touch the ear in response to verbal direction, “Touch the ear.”
3. Locate Own
Have each child touch his/ her own ear upon request: “Touch your ear, (child’s name).”
4. Match Pictures
Present several pictures of common objects. Have each child match the pictures of the ear.
5. Discriminate Pictures
Present a group of several unrelated pictures of objects. Have each child touch the picture of the ear in response to verbal direction, “Touch the ear.”
6. Figure- Ground
Present a “busy” picture with many visual discriminations. Ask each child to find the picture of the ear.
7. Visual Closure
Partially cover each of several pictures with paper. Ask each child to find the picture of ear.
8. Function
Ask, “What do we do with our ear?”
9. Association
Ask, “What goes with the ear?” Use related pictures or objects including hearing aid, ear muffs etc., with several unrelated objects or pictures.
10. Imitate Verbalization
Present a head and ask, “What is this? Say, “ear” The child will imitate “ear.”
11. Verbalize Label
Present an ear and ask, “What is this?” The child will response, “ear”
12. Concept Enrichment
Discuss how people may hear differently. Some may be “hard of hearing” or “deaf”. Use earphone from transistor radio to demonstrate hearing aid.
Music
Sing to the tune of “ Here we go Round the Mulberry Bush”
Verse 1: This is the way I touch my ear,
Touch my eyes, touch my ear
This is the way I touch my ear
I touch (child’s name) ear
Verse 2: This is the way I pat my ear…
Verse 3: This is the way I full my ear…
Verse 4: This is the way I wash my ear….
Pantomime: “Touch my ear” On the last line, touch a child’s ear and have the group sing the child’s name.
Sing to the tune of “If You’re Happy and You Know it”.
Verse 1: If you’re happy and you know it touch your ears.
If you’re happy and you know it touch your ears.
If you’re happy and you know it.
Then your face will surely show it.
If you’re happy and you know it touch your ears.
Art
1.Have children tear or cut out pictures of ears and paste them on outlined pictures of face and decorate around the face.
2. Have children match the animal ears.
Games
Have children identify tape sounds of telephone, car horn, teacher’s voice, dog barking, T.V set, child’s mother etc. by touching correct pictures of source of sound or by verbalizing source of sound.
Seat group in a circle with hands behind backs “It” is center in the eyes closed. One child shakes a bell “it” tries to guess who made the jingle sound. The child discover becomes “it”.
Gross motor
Play” Musical Chairs” Sit when the music stops. Children will listen the music with ears.
Play “Statue Statue” Have children make exercise movements until music stops and then “freeze” to become “statue.”
Cognitive
Have children count ears on themselves and the others in class.
Have children find things in the room which makes noise.
Enrichment
Have children match ears to related animals etc… Use pictures with ears on it for some children and pictures with part or all of ear missing for children with higher-level skills.
Clap blocks together in count of 2,5, 3,4,6. Have children listen intently to how many claps and say how many claps.
Let children count animal ears and thereby determine how many animals there are. Two ears for each animal.
Lesson 4: Nose
Unit Group Lesson
1. Match Concrete Objects
Present nose. Say, “This is a nose,” Ask each child in turn to put the nose with the nose.
Gradually increase number of irrelevant objects from which (s) he must select nose to match.
2. Discrimination Objects
Present several objects. Have each child touch the nose in response to verbal direction, “Touch the nose.”
3. Locate Own
Have each child touch his/ her own nose upon request: “Touch your nose, (child’s name).”
4. Match Pictures
Present several pictures of common objects. Have each child match the pictures of the nose.
5. Discriminate Pictures
Present a group of several unrelated pictures of objects. Have each child touch the picture of the nose in response to verbal direction, “Touch the nose.”
6. Figure- Ground
Present a “busy” picture with many visual discriminations. Ask each child to find the picture of the nose.
7. Visual Closure
Partially cover each of several pictures with paper. Ask each child to find the picture of nose.
8. Function
Ask, “What do we do with our nose?”
9. Association
Ask, “What goes with the nose?” Use related pictures or objects including tissues, mouth, perfume, etc. with several unrelated objects or pictures.
10. Imitate Verbalization
Present a nose and ask, “What is this? Say, “nose” The child will imitate “nose.”
11. Verbalize Label
Present an nose and ask, “What is this?” The child will response, “nose”
12. Concept Enrichment
Discuss different types of smells.
Music
Sing to the tune of “ Here we go Round the Mulberry Bush”
Verse 1: This is the way I touch my nose,
Touch my nose, scratch my nose
This is the way I wipe my nose etc.
Sing to the tune of “If you’re Happy and You Know it”
Verse1: Touch your nose.
Verse 2: Scratch your nose.
Verse 3: Wingle your nose.
Sing “My Little Nose Goes Wiggle, Wiggle, Wiggle” to the tune of “This is the way I Washed O8ur Clothes”
Verse 1: My Little nose goes wiggle, wiggle
Wiggle, Wiggle
Wiggle, wiggle
My little nose goes wiggle, wiggle
Wiggle, wiggle, wiggle
Verse 2: My little eyes go blink, blink, blink (review)
Verse 3: My Little head goes up and down (review)
Art
Have children paste a nose on a blank face or a face with two eyes and the mouth and decorate the border.
Have children make a nose collage from people and animal nose pictures. Obtain pictures from catalogs and magazines.
Give each child a giant nose and have it her paint it.
Fine Motor
Teach each child to wipe his nose.
Have each children draw a nose in each picture of a face without a nose.
Have children sprinkle herbs and spices on wet glue. Let dry and smell
Let children use hand lotion and smell.
Games
Let children rub noses.
Have children wipe cleansing cream of nose with leaves. Use mirror.
Gross motor
Have a potato race. Let the children use their noses to push balls or potatoes across floor to finish line.
Cognitive
1. Have children match noses of different types of animals, people, pigs, dogs, cat, elephant, etc.
2. Show children a picture of a face without a nose and ask “ What’s Missing”
Enrichment
Have children draw the missing part on the picture from “Body Concept Ditto Masters or make a ditto master of a face and let children draw a missing part.
Lesson 5: Mouth
Unit Group Lesson
1. Match Concrete Objects
Present mouth. Say, “This is mouth,” Ask each child in turn to put the head with the mouth.
Gradually increase number of irrelevant objects from which (s) he must select mouth to match.
2. Discrimination Objects
Present several objects. Have each child touch the mouth in response to verbal direction, “Touch the mouth.”
3. Locate Own
Have each child touch his/ her own ear upon request: “Touch your mouth, (child’s name).”
4. Match Pictures
Present several pictures of common objects. Have each child match the pictures of the mouth.
5. Discriminate Pictures
Present a group of several unrelated pictures of objects. Have each child touch the picture of the ear in response to verbal direction, “Touch the mouth.”
6. Figure- Ground
Present a “busy” picture with many visual discriminations. Ask each child to find the picture of the mouth.
7. Visual Closure
Partially cover each of several pictures with paper. Ask each child to find the picture of mouth.
8. Function
Ask, “What do we do with our mouth?”
9. Association
Ask, “What goes with the mouth?” Use related pictures or objects including teeth, lipstick, food, toothpaste etc., with several unrelated objects or pictures.
10. Imitate Verbalization
Present a mouth and ask, “What is this? Say, “mouth” The child will imitate “mouth.”
11. Verbalize Label
Present a mouth and ask, “What is this?” The child will response, “mouth”
12. Concept Enrichment
Discuss fact that some children have difficulty talking, so it makes it hard to understand them. Discuss taste and the differences between tastes. Discuss different languages: how different sounding words mean the same thing in different languages.
Music
Sing “If You’re Happy and you know It”
Verse1: If you’re happy and you know it open your mouth.
Verse2: If you’re happy and you know it close your mouth.
Sing to the tune of “Thumbkin”
Open your mouth, open your mouth
Just like me, just like me
Now you can close it,
Now you can close it
Close it tight, close it tight.
Art
Have children make a mouth collage from mouth cuts from magazines and catalogs.
Put lipstick on each child and have her make a mouth print picture.
Provide the children with table and mirror, Vaseline, lipstick and tissues. Have the children imitate pictures from sequence story or imitate pictures/ child model, smiling, frowning, opening mouth and wiping mouth.
Fine Motor
Have children blow bubbles with straws in soapy water.
Have children blow out balloons. This is the way I blow my balloon.
Have children race ping pong balls across table by blowing.
Games
Prepare a game board with pictures of various body parts and cards with the same pictures. Ask child to identify pictures on card. Then, have child put the card on the game board. Variation: using the same gameboard prepare cards with pictures that relate to the body parts,(e.g. eyes and eyeglasses, head and hat, mouth, and popsicle, eye and eye patch). Vinyl photographic album pages, with from two to nine pockets, make excellent lotto games and make it easy to vary the levels of the lotto games for children with different skill levels.
Storytelling
Make up a story about a little boy whose mouth would not smile. Use pictures from a magazines or catalogs. Or flannel board cut-outs to illustrate.
Make up a story about the whale with a big mouth.
Use sequence cards as illustrated to make up a story about a smile, frown, etc.
Gross motor
Let children have a potato race and use their mouth to race potato across the floor.
Let children race carrying a boiled egg or other object on a spoon on a mouth.
Cognitive
How many mouths do we have? Do we have more eyes than mouth? Count each of the child and in pictures.
Discuss concepts of opened and closed by looking at mouth which are opened and closed a s well as doors, windows, books, etc., which are opened and closed.
Discuss different tastes: sweet, sour, salty and bitter. Blindfold child and have him discriminate whether taste is salty, etc., or just identify food. Use peanut butter, jelly, lemon, sugar, salt, bitter chocolate etc. Count each of the child and pictures.
Enrichment
Match the correct lips. Make fit together puzzle pieces for numerals one to five, (out of poster board or oaktag). Put a numeral on one lip and a correct number of lip on the other lip. Make puzzle self correcting by having one notch for numeral one, two for numeral 2 etc. Have children match upper and lower lip.
Have children trace around a mouth and the word mouth and color the mouth with “lipstick” crayon.
Lesson 7: Body
Unit Group Lesson
1. Match Concrete Objects
Present nose. Say, “This is a body,” Ask each child in turn to put the body with the nose.
Gradually increase number of irrelevant objects from which (s) he must select body to match.
2. Discrimination Objects
Present several objects. Have each child touch the nose in response to verbal direction, “Touch the body.”
3. Locate Own
Have each child touch his/ her own nose upon request: “Touch your body, (child’s name).”
4. Match Pictures
Present several pictures of common objects. Have each child match the pictures of the body.
5. Discriminate Pictures
Present a group of several unrelated pictures of objects. Have each child touch the picture of the body in response to verbal direction, “Touch the body.”
6. Figure- Ground
Present a “busy” picture with many visual discriminations. Ask each child to find the picture of the body.
7. Visual Closure
Partially cover each of several pictures with paper. Ask each child to find the picture of body.
8. Function
Ask, “What do we do with our body?”
9. Association
Ask, “What goes with the body?” Use related pictures or objects including arms, legs, clothes, etc. with several unrelated objects or pictures.
10. Imitate Verbalization
Present a body and ask, “What is this? Say, “body” The child will imitate “body.”
11. Verbalize Label
Present a body and ask, “What is this?” The children will response, “body”
12. Concept Enrichment
Discuss different body types, heavy, thin, etc. This is the time to discuss different skin colors also.
Music
Sing to the tune of “ Here we go Round the Mulberry Bush”
Verse 1: This is the way I touch my body,
Touch my eyes, touch my body
This is the way I touch my body
I touch (child’s name) body
Verse 2: This is the way I pat my body…
Verse 3: This is the way I shake my body…
Verse 4: This is the way I wash my body….
Pantomime: “Touch my body” On the last line, touch a child’s ear and have the group sing the child’s name.
Sing to the tune of “If You’re Happy and You Know it”.
Verse 1: If you’re happy and you know it touch your body.
If you’re happy and you know it touch your body.
If you’re happy and you know it.
Then your face will surely show it.
If you’re happy and you know it touch your body.
Verse2: If your happy and you know it pat your body.
Verse3: if your happy and you know it shake your body.
Art
Glue pre-cut heads from catalogs onto construction paper. Let the children glue the bodies on to the heads.
Repeat above activity with animal bodies and animal heads.
Supply cut out bodies of various sizes. Have the children glue them on construction paper or poster board.
Fine Motor
Have the children make bodies and other parts of people from play dough.
Have children assemble cardboard body puzzles with brass fasteners.
Let children punch their own holes in the parts.
Games
Let children play “Tape the body on the girl” (boy, dog, cat, etc.).Use tape or magnets to attach the body to the arms, legs and heads. Use blindfolds, if they are acceptable to the children.
Storytelling
Fingerplay “Who feel happy” Perform action as rhymes indicates.
Who feels happy, who feels gay?
All who do clap your hands this way.
Who feels happy, who feels gay?
All who do wiggle you body this way.
Who feels happy, who feels gay?
All who do scratch your nose this way.
Gross Motor
Have children crawl through boxes and inner tubes.
Have children twist hula hoops around body. Some children will only be able to step into hula hoops.
Cognitive
Ask “How many bodies” Have each child count how many bodies she has and how many bodies her teacher has.
Count how many bodies there are in the room.
Have children match cut-outs of sweaters to cut-outs of people and their bodies.
Enrichment
Have children decide which seat of sweaters goes with which seat of bodies.
Give children body cut-outs in three or more different sizes and have them arrange them from smallest to largest or largest to smallest.
Have each child lie on a large paper and trace around the child. Have the child identify body parts on the outline and on her.
Lesson 8: Arm
Unit Group Lesson
1. Match Concrete Objects
Present an arm. Say, “This is an arm,” Ask each child in turn to put the arm with the arm.
Gradually increase number of irrelevant objects from which (s) he must select arm to match.
2. Discrimination Objects
Present several objects. Have each child touch the nose in response to verbal direction, “Touch the arm.”
3. Locate Own
Have each child touch his/ her own arm upon request: “Touch your arm, (child’s name).”
4. Match Pictures
Present several pictures of common objects. Have each child match the pictures of the arm.
5. Discriminate Pictures
Present a group of several unrelated pictures of objects. Have each child touch the picture of the body in response to verbal direction, “Touch the arm.”
6. Figure- Ground
Present a “busy” picture with many visual discriminations. Ask each child to find the picture of the arm.
7. Visual Closure
Partially cover each of several pictures with paper. Ask each child to find the picture of arm.
8. Function
Ask, “What do we do with our arm?”
9. Association
Ask, “What goes with the arm?” Use related pictures or objects including bracelets, watches, hands etc. with several unrelated objects or pictures.
10. Imitate Verbalization
Present an arm and ask, “What is this? Say, “arm” The child will imitate “arm.”
11. Verbalize Label
Present an arm ask, “What is this?” The children will response, “arm”
12. Concept Enrichment
Discuss how the arm bends at the elbow and simulate some handicapping conditions. Make a “cast” by taping a file folder around arm or put one arm in a sling and have the child try to do things.
Music
Sing Hokey Pokey”
I put my arm in.
I take my arm out.
I put my arm in.
And shake it all about.
I do the holey pokey,
And turn myself around.
And that’s what it’s all about.
Art
Help children make arm apple trees. Lay sheets of paper towel on cookie sheets. Cover lightly with brown tempera. Have each child place arm in paint up to elbow with hands stretched out. Print “tree” trunks from arm on newsprint or paper. Have children cut out apples and leaves for the arm apple tree and glue them after the tree is dry.
Have children paint on the easel on large paper by moving their whole arms to make strokes.
Fine motor
Have children put together DLM body puzzle. Include only truck, arms, hands and fingers and head.
Have one child trace another child’s arm. Use a large crayon or felt tip marker.
Help children make an arm out of cardboard or wood with two pieces and a brass fastener or bolt to flex the elbow joint.
Games
Play Simon says. Include “wave arms, shake arms, pat arms, raise arms up, and put arms down.
Have children arm wrestle.
Have children pretend to be airplanes with “propeller arms”.
Storytelling
Fingerplay “Fold your arms like me”
Verse1: Roll your hands, roll your hands
As slowly, as slowly, as slow can be
Then fold your arms like me.
Verse2: Roll your hands, roll your hands
As fast, as fast, as can be
Then fold your hands like me.
Verse3: Clap your hands, clap your hands
As loudly, as loudly, as loud can be.
Then fold your arms like me.
Do motions as word suggest.
Gross Motor
Let children have a relay race holding a paper plate with a large feather and one arm held behind back.
Let children crab walk on arms and legs.
Have children through a bean bags into box.
Cognitive
Have children count how many arms they have.
Have children identify arms and other body parts from shadows, flashed behind a sheet with a strong light. You can use your body or cut-outs to make shapes.
Enrichment
Discuss wrist and elbow joints. The wrist has circular motions and the elbow can only move back and forth.
Have each child make a number bracelet suitable to her own counting skill.
Lesson 9: Hand
Unit Group Lesson
1. Match Concrete Objects
Present hand. Say, “This is hand,” Ask each child in turn to put the hand with the hand.
Gradually increase number of irrelevant objects from which (s) he must select hand to match.
2. Discrimination Objects
Present several objects. Have each child touch the nose in response to verbal direction, “Touch the hand.”
3. Locate Own
Have each child touch his/ her own arm upon request: “Touch your hand, (child’s name).”
4. Match Pictures
Present several pictures of common objects. Have each child match the pictures of the hand.
5. Discriminate Pictures
Present a group of several unrelated pictures of objects. Have each child touch the picture of the body in response to verbal direction, “Touch the hand.”
6. Figure- Ground
Present a “busy” picture with many visual discriminations. Ask each child to find the picture of the hand.
7. Visual Closure
Partially cover each of several pictures with paper. Ask each child to find the picture of hand.
8. Function
Ask, “What does a hand do?”
9. Association
Ask, “What goes with the hand?” Use related pictures or objects including rings, gloves, mittens, fingers, etc. with several unrelated objects or pictures.
10. Imitate Verbalization
Present hand and ask, “What is this? Say, “Hand” The child will imitate “hand.”
11. Verbalize Label
Present a hand ask, “What is this?” The child will response, “hand”
12. Concept Enrichment
Discuss joint in hands and fingers. Stimulate not having the use of some fingers by taping thumb and pointer fingers together. Give the children some fine motor tasks to do.
Music
Sing to the tune of “ Here we go Round the Mulberry Bush”
Verse 1: This is the way I clap my hands,
Clap my hands, clap my hands
This is the way I clap my hands
Clap my two hands.
Verse 2: This is the way I rub my hands…
Verse 3: This is the way I shake my hands…
Verse 4: This is the way I wash my hands….
Sing to the tune “ The Bear Went Over the Mountain”
Verse1: My fingers are starting to wiggle.
My fingers are starting to wiggle.
My fingers are starting to wiggle.
Tra-la-la-la-la
Verse2: My hands are starting to wiggle.
Art
Trace each child’s hand. Have her color fingernails and rings on handprint.
Have children make rings from colored pipe cleaners.
Have children fingerpaint with fingerpaint, soapsuds, pudding, or shaving cream.
Have children make a handprint in plaster of paris.
Fine motor
Have children assemble a puzzle of a hand. Make puzzle of different levels of complexity suitable to the children’s skills.
Have children pick up cotton ball with tongs,
Games
Lets children paint their fingernails using tempera paint in fingernails polish bottles.
Let children use light from slide projector for hand shadows on a screen or white paper.
Storytelling
Finger play “Open, Shut Them’
Open, shut them.
Open, shut them.
Give your hands a clap
Open, shut them.
Open, shut them
Fold them in your lap
Creep them, creep them
Open wide your little mouth
But do not let him in
Make fingers follow the direction of the rhyme.
Gross motor
Have children clap hands behind back, run up to table and use mouths to pick up marshmallow or cookie from table.
Cognitive
Count fingers on the hand. More advanced children may count to ten. Using mark pen put numerals on the fingers from left to right.
Have each child select objects from “feely box” in response to teachers direction such as “find the scissors”, “find the blocks”, “Find the Ball”.
Enrichment
This activity takes two days. On one day cover a table or tape wrapping paper on the floor in the designated area. Have each children fingerpaint in one color on the entire sheet and let dry. On day 2: hang the paper on the bulletin board or tape on the wall on the child’s level. Have all children and teachers add handprints in a contracting color and make border of fingerpaints all the way around the edge. This makes a lovely bulletin board or a wall hanging.
Lesson 10: Leg
Unit Group Lesson
1. Match Concrete Objects
Present a leg. Say, “This is leg,” Ask each child in turn to put the leg with the leg.
Gradually increase number of irrelevant objects from which (s) he must select leg to match.
2. Discrimination Objects
Present several objects. Have each child touch the mouth in response to verbal direction, “Touch the leg.”
3. Locate Own
Have each child touch his/ her own ear upon request: “Touch your leg, (child’s name).”
4. Match Pictures
Present several pictures of common objects. Have each child match the pictures of the leg.
5. Discriminate Pictures
Present a group of several unrelated pictures of objects. Have each child touch the picture of the leg in response to verbal direction, “Touch the leg.”
6. Figure- Ground
Present a “busy” picture with many visual discriminations. Ask each child to find the picture of the leg.
7. Visual Closure
Partially cover each of several pictures with paper. Ask each child to find the picture of leg.
8. Function
Ask, “What do legs do?”
9. Association
Ask, “What goes with the leg?” Use related pictures or objects including pants, feet, knees, etc. with several unrelated objects or pictures.
10. Imitate Verbalization
Present a leg and ask, “What is this? Say, “leg” The child will imitate “leg.”
11. Verbalize Label
Present a leg and ask, “What is this?” The child will response, “leg”
12. Concept Enrichment
Discuss knee and ankle. Talk about not able to use your legs. Simulate not able to walk by using a wheelchair and trying to go out in a maze.
Music
Sing to the tune of “ Oh, Dear, What can the matter be?”
Verse1: See, see, see my legs walk.
See, see, see my legs walk
See, see, see my legs walk
They walk as slow (or Fast) as can be.
Verse2: See, see,see my legs run…
Verse 3: See, see,see my legs jump…
Pantomime motions with song.
Art
Have children paste animal legs on appropriate animal and paste human legs on pictures of boys and girls. Decorate pictures.
Have children make a body parts mobile. Trace each child’s body and let them cut it out. Use a coat hanger for the shoulders and construction paper for the facial features and use string to assemble the parts.
Fine Motor
Draw a boy (girl) on child’s hand so that legs are on the two middle fingers and hands are on the index and little fingers. Have the child walk the boy or girl.
Games
Play jumpfrog. If child cannot jump over another child, have her jump up from squatting position.
Run relay using different series of commands such as
“run to the tree and come back”
“run to the tree and go to the slide, and come back”and
“run to the tree and go to the slide and then go to the slide and come back”
(Auditory Memory”
Have children hop on one leg, then the other: hop in a circle, hop in a turning around.
Sing, “See, see, see my legs hop….
Storytelling
Make up a story about Tommy’s legs that carry Tommy to different activities in the center. E.g. snack, playground, lunch room, etc. Use each child’s leg in turn. Let the child select his own destination.
Gross motor
Measure the length of the string how far he can jump and the child take the string home.
Let the child play “Jump the river” Put two pieces of parallel to each other and let children jump over with rope close together. Slowly move the other and further apart.
Cognitive
Have children identify the parts of the legs.
Use legs to emphasize fast and slow. Have children model in moving their legs fast and slow.
Have the children count the legs of the children in the class.,
Enrichment
Have children cut out of body parts and attach the parts with brass fasteners to a body.
Lesson11: Foot
Unit Group Lesson
1. Match Concrete Objects
Present a foot. Say, “This is a foot,” Ask each child in turn to put the foot with the foot.
Gradually increase number of irrelevant objects from which (s) he must select foot to match.
2. Discrimination Objects
Present several objects. Have each child touch the mouth in response to verbal direction, “Touch the foot.”
3. Locate Own
Have each child touch his/ her own ear upon request: “Touch your foot, (child’s name).”
4. Match Pictures
Present several pictures of common objects. Have each child match the pictures of the foot.
5. Discriminate Pictures
Present a group of several unrelated pictures of objects. Have each child touch the picture of the leg in response to verbal direction, “Touch the foot.”
6. Figure- Ground
Present a “busy” picture with many visual discriminations. Ask each child to find the picture of the foot.
7. Visual Closure
Partially cover each of several pictures with paper. Ask each child to find the picture of foot.
8. Function
Ask, “What do feet do?”
9. Association
Ask, “What goes with the foot?” Use related pictures or objects including sole, toes, shoes, socks, slippers, etc. with several unrelated objects or pictures.
10. Imitate Verbalization
Present a foot and ask, “What is this? Say, “foot” The child will imitate “foot.”
11. Verbalize Label
Present a foot and ask, “What is this?” The child will response, “foot”
12. Concept Enrichment
Discuss parts of foot such as ball, heel, arch, toes, etc.
Music
Sing to the tune of “ My Little Hands Go Clap, Clap<>
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