Lesson Notes By Weeks and Term v5 - Grade R

Lesson Video

This page supports the lesson note with a companion video and a short classroom-ready summary.

For class groups and homework, share this lesson page so learners also get the summary, objectives, and full lesson context.

Performance objectives

• This week’s focus is on My Body. This foundational topic is crucial for Grade R learners as it builds self-awareness, which is the cornerstone of personal and social well-being. By learning about their bodies, children develop a sense of identity and ownership. In the diverse context of South Africa, it is vital for children to understand and appreciate their own bodies as unique and valuable, fostering self-esteem from a young age. This knowledge is also the first step towards understanding personal safety (good touch/bad touch), health, and hygiene. Understanding what their bodies can do empowers them, encourages physical activity, and helps them express themselves creatively through movement and play, which are integral parts of learning at this stage.
• Learning Objectives (CAPS Aligned):
• By the end of this week's lessons, learners should be able to:
• Identify and Name at least 8 main parts of the body (e.g., head, shoulders, arms, hands, legs, feet, eyes, ears, nose, mouth).
• Demonstrate the Function of various body parts through actions (e.g., show that eyes are for seeing, legs are for jumping).

Lesson summary

This week’s focus is on My Body. This foundational topic is crucial for Grade R learners as it builds self-awareness, which is the cornerstone of personal and social well-being. By learning about their bodies, children develop a sense of identity and ownership. In the diverse context of South Africa, it is vital for children to understand and appreciate their own bodies as unique and valuable, fostering self-esteem from a young age. This knowledge is also the first step towards understanding personal safety (good touch/bad touch), health, and hygiene.

Lesson notes

This section provides the core knowledge for the teacher to impart. The language should be simplified and demonstrated physically when teaching the learners.

Concept 1: Our Body is Special Your body is your own, and it is amazing! It helps you to play, learn, eat, and hug the people you love. Everyone's body is a little bit different, and that is what makes each one of us in our classroom special. Some of us are tall, some are short. Some have brown eyes, some have black hair. Our bodies are all wonderful!

Concept 2: Naming the Parts of Our Body We have many parts in our body. Let's learn the names of the main ones.

Head: This is at the very top of your body. Inside your head is your amazing brain, which helps you think and learn. On your head, you have hair, a face, and ears.

Face: Your face is on the front of your head.

It has: Eyes: You have two eyes to see the beautiful world. You can see colours, your friends, and your teacher.

Nose: You have one nose to smell things, like yummy food from the kitchen or pretty flowers outside.

Mouth: Your mouth helps you to talk, sing, smile, and taste delicious food like vetkoek or sweet mangoes.

Ears: You have two ears, one on each side of your head. They help you to hear music, your friend calling your name, and the sound of the hadeda in the morning.

Neck: Your neck joins your head to the rest of your body. It helps you turn your head to look around.

Shoulders: These are at the top of your arms. You can lift them up and down.

Arms and Hands: You have two arms. At the end of your arms are your hands. Your hands have fingers and thumbs. You use your arms and hands to wave, clap, draw, build with blocks, and hold things.

Chest and Tummy: This is the front part of your body. Your heart is inside your chest, and it goes thump-thump-thump.

Back: This is the part of your body behind your chest and tummy.

Legs and Feet: You have two legs. At the bottom of your legs are your feet. Your feet have toes. Your legs and feet help you to walk, run, jump, skip, and kick a soccer ball.

Concept 3: What Our Bodies Can Do (Our Senses) Our bodies can do incredible things using our five senses. We call them our 'seeing, hearing, smelling, tasting, and touching' powers!

Seeing (Sight): We use our eyes to see.

Example:* "Sipho, can you see the red block on the mat? You are using your eyes!" Hearing (Sound): We use our ears to hear.

Example:* "Everyone listen... can you hear the birds singing outside? We are using our ears!" Smelling (Smell): We use our nose to smell.

Example:* "When teacher peels an orange, you can smell it with your nose. It smells sweet!" Tasting (Taste): We use our mouth and tongue to taste.

Example:* "When you eat your lunch, your tongue tells you if the food is sweet like a banana or salty like a chip." Touching (Touch): We use our hands and skin to feel things.

Example:* "Let's touch the fuzzy carpet. Now let's touch the smooth table. Your hands can feel the difference!" Guided Practice (With Solutions)

Activity 1: The Body Part Song Question/Task: "We are going to sing 'Head, Shoulders, Knees and Toes'. The important job is to touch the right body part as we sing the word. Let's try it slowly first." Worked Solution and

Commentary: Modeling: The teacher stands in front of the class and sings the song slowly, exaggerating the actions. "Head..." (touches head with both hands), "Shoulders..." (taps shoulders), "Knees and Toes..." (bends down to touch knees, then toes). "Knees and Toes!" Guided Practice: "Now, let's all do it together! Ready?" The teacher sings with the learners, providing encouragement and gentle physical prompts for those who are confused.

Repetition: The song is repeated, getting slightly faster each time. This builds muscle memory and reinforces the vocabulary in a fun, kinesthetic way.

The commentary for the learners would be: "Well done, Amahle, you touched your knees! Great job, Pieter, you are so fast at touching your toes!" Activity 2: Simon Says Question/Task: "Let's play a game called 'Simon Says'. You must only do what I say if I say 'Simon says' first. Listen carefully!" Worked Solution and

Commentary: Instructions: The teacher clearly explains the rule: only move if the instruction starts with "Simon says".

Guided Play: Teacher: "Simon says touch your nose." (Teacher touches their own nose).

Solution:* Learners should touch their nose.

The teacher praises them: "Excellent listening!" Teacher: "Clap your hands." (Teacher does not move).

Solution:* Some learners might clap.

The teacher gently corrects them: "Oh, I didn't say 'Simon says'! You almost caught me! Let's try again." Teacher: "Simon says wiggle your fingers." (Teacher wiggles fingers).

Solution:* Learners should wiggle their fingers.

Commentary: This game is excellent for assessing listening skills and body part recognition simultaneously. The teacher can see which learners are confident and which ones hesitate or look at their peers for cues.