Transcript Head, Shoulders, Fur, and Tail

HEAD, SHOULDERS, FUR,
AND TAIL
K . 1 0 A B
S O R T I N G
L I F E
E N G A G E
O R G AN I S M S
B Y
P AR T S
STUDENTS WILL KNOW HOW TO:
• Sort plants and animals according to their
observable parts
INTRODUCE THE TASK:
• Let’s sing a song today.
• Ask:
• Do you have body parts?
What are they?
GATHER THE MATERIALS:
• Song “Head, Shoulders, Knees, and Toes” on CD, if
needed
• CD player
• Live flowering plants (roots exposed) or photo
• Large stuffed animal (with fur & tail) or photo
PREPARE
1. Position plant and animal examples for all to see.
2. Have CD “Head, Shoulders, Knees, and Toes” in
player.
HAVE STUDENTS STAND ARM’S
LENGTH APART IN ALL DIRECTIONS.
1. Have students point to various body parts.
2. Model song pointing to head, shoulders, knees,
and toes.
3. Have students sing songs with movements.
INTRODUCE THE ACTIVITY:
• Today you will sing “Heads, Shoulders, Knees, and
Toes” in two new ways.
• Ask:
• Do animals have body parts, too? What are they?
• Show head, shoulder, fur, and tail on the stuffed
animal or photo.
SING THE SONG WITH ANIMAL BODY
PARTS.
Sing “Head, Shoulders, Fur and Tail.”
Students pretend to have fur and tails.
They rub their fur and point to their tails while singing.
INTRODUCE THE ACTIVITY:
• Ask:
• Do plants have parts? What are they?
• Show flower, stem, leaves, and roots using live plant
or photo.
SING THE SONG WITH PLANT PARTS.
Sing “Flower, Stem, Leaves and Roots.”
Students point to flower (head), stem (torso), leaves
(wiggle arms), and roots (feet).
DO LIVING THINGS HAVE PARTS?
• Living things like animals and plants have parts.
• We can use the parts to put them in groups.
• We will learn more about how to do that next.