LESSON 2: Moving Different Body Parts 
Lesson Focus: Body Part Isolation
Age Group: 2-3 years old
Duration: 30 minutes

LEARNING OBJECTIVES:

1. Remember: Name major body parts (head, shoulders, arms, hands, tummy, hips, legs, feet).
2. Understand: Move specific parts independently from the rest of the body.
3. Apply: Follow simple body-part instructions on teacher command and cues.

MATERIALS:

1. Music player and 2–3 instrumental tracks 
2. Visual body-part cards or poster (labelled with words and simple icons)
3. Floor spots or tape (optional, to define personal space)
4. Drum or hand clapper (for start/stop cues) 

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LESSON PROCEDURES:

1. Welcome and Warm-Up (3 minutes)
- Circle up. Gentle wake-up: nod head, shrug shoulders, shake hands, wiggle hips, march feet.
- Introduce focus: “Today we move one body part at a time.”

2. Vocabulary: Name the Parts (4 minutes)
- Show body-part cards/poster; class repeats names together.
- Point-and-name on your body; learners touch the same part (head, shoulders, knees, toes, hips, tummy, arms, hands, legs, feet).

3. Concept Demo: Isolation vs. Whole-Body (4 minutes)
- Model isolation: “Only hands” (hands wave while the rest is still), “Only shoulders,” “Only head,” “Only hips,” “Only feet.”
- Contrast briefly: whole-body wiggle vs. single-part movement. Ask 2–3 learners to say which is isolated.

4. Guided Practice: Copy the Leader (6 minutes)
- Play practice track (moderate tempo). Call and show:
  - “Only head,” “Only shoulders,” “Only elbows,” “Only hands,”
  - “Only tummy,” “Only hips,” “Only knees,” “Only feet.”
- Insert stillness checks: “Freeze everything—now only [part].”
- Rotate tempo or levels (standing vs. small bend) while keeping isolation.

5. On-the-Spot Patterns: 4-Beat Isolations (5 minutes)
- Count 1–2–3–4 for each part:
  - “Head for 4, freeze; shoulders for 4, freeze; hips for 4, freeze; feet for 4, freeze.”
- Build short sequences: “Hands 4 → Shoulders 4 → Hips 4 → Feet 4.” Repeat once with clearer switches.

6. Music Response: Call-and-Point Game (4 minutes)
- Teacher points to a card or touches a body part; class moves only that part to the beat.
- Add simple duos: “Hands and feet together,” then return to single-part isolation.

7. Application Game: Simon Says — Body Parts (3 minutes)
- “Simon says: move your shoulders.” Learners respond only when “Simon says.”
- Include trick prompts to check listening and isolation. Keep pace brisk and positive.

8. Cool-Down and Reflect (1 minute)
- Slow shoulder rolls, gentle head turn side to side, shake out hands, relax.
- Quick reflection prompts: “Which body part was easiest to move by itself? Which was tricky?”

ASSESSMENT:
- Identification: When shown a card or pointed cue, learner names or selects the correct body part.
- Isolation: Learner moves the named body part while keeping the rest of the body mostly still.
- Control on Command: Learner begins and stops movement of the named part promptly on verbal/visual/music cues.
- Sequencing: Learner completes a short isolation sequence (two to three parts) with clear switches.

REMARKS:
- Safety and Inclusion: Avoid rapid neck movements; offer seated options for balance needs. Keep movements within comfortable range.
- Classroom Management: Establish freeze signal; position to scan all learners; reinforce successful isolations (“I see steady shoulders while feet are quiet.”).
- Language Support: Pair each body-part word with a clear gesture/icon; speak in short cues (“Only hands,” “Only hips,” “Freeze”).
- Differentiation:
  - Emerging learners: limit to 3–4 parts (head, shoulders, hands, feet) and longer counts.
  - Advanced learners: combine two-part isolations (hands + feet) or add tempo/level changes.
- Transitions: Pre-cue switches (“Ready to change in 3-2-1”) to support control.
- Environment: Define personal spaces; remove tripping hazards; ensure music and cues are easily accessible.
- Family/Carer Note (optional): Try a home game—call a body part and move only that part to a favourite song.