Note for teachers using this lesson plan
Before the lesson, prepare clear pictures or toy animals of a dog, cat, cow, goat, chicken, and bird. Ensure you have a working device to play the suggested video. The central idea for pupils is to recognise common animal sounds and understand simple reasons why animals make them. Successful learning will be observed when pupils can confidently mimic at least three animal sounds and give one simple reason for an animal sound.
Class: Pre-School Level 3
Term: Third Term
Week: 8
Age: 4 years
Duration: 30 minutes
Subject: Basic Science and Technology
Curriculum Theme: Basic Science and Technology
Previous Lesson: Not separately stated in the scheme.
Topic: Animal Sounds and Reasons Animals Make Different Sounds
Subject Matter: Animal sounds and reasons animals make different sounds.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify at least three common animals in their environment.
- State the sounds made by at least three common animals.
- Mention one simple reason why animals make sounds.
Affective Domain
- Show interest in learning about different animal sounds.
- Participate actively in mimicking animal sounds.
Psychomotor Domain
- Mimic the sounds made by at least three common animals.
- Perform actions related to animal sounds.
Social Domain
- Take turns in mentioning animal sounds and reasons.
- Listen attentively to their classmates and the teacher.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Early Childhood Care and Education resources on animals
- Relevant picture books on animal sounds
Instructional Materials
- Charts showing pictures of common animals (dog, cat, cow, goat, chicken, bird, lion)
- Toy animals (e.g., dog, cat, cow)
- Video player/tablet with internet access
- Animal sound cards
Rationale for the Lesson
This lesson helps 4-year-olds connect with the living world around them by identifying familiar animals and their unique sounds. Understanding why animals make sounds introduces basic concepts of communication and survival in a fun, engaging way, developing their listening skills and curiosity about nature.
Prerequisite/Previous Knowledge
Pupils can identify some common animals in their environment, such as dogs, cats, and chickens.
Lesson Content/Board Summary
Animal Sounds and Reasons Animals Make Different Sounds
Animals are living things, just like us! They move, eat, and grow. Many animals make special sounds to talk to each other or to show how they feel.
Common Animals and Their Sounds
- Dog: Woof! Woof!
- Cat: Meow! Meow!
- Cow: Moo! Moo!
- Goat: Baa! Baa!
- Chicken: Cluck! Cluck!
- Bird: Tweet! Tweet!
- Lion: Roar! Roar!
Reasons Animals Make Sounds
Animals make sounds for many reasons, like:
- To call their babies: A hen clucks to call her chicks.
- To warn of danger: A dog barks if a stranger comes near.
- To find food: Some animals make sounds to hunt.
- To say “I am here!”: Animals use sounds to let others know where they are.
Key Words
- Animal – A living thing that can move and eat.
- Sound – What we hear when an animal talks or makes a noise.
- Mimic – To copy or pretend to make a sound or action.
Animal Sounds Rhyme
Tune: “Old MacDonald Had a Farm”
The dog on the farm says “Woof, woof, woof!”
Woof, woof, woof, woof, woof, woof!
The dog on the farm says “Woof, woof, woof!”
He barks to say, “I’m here!”
The cat on the farm says “Meow, meow, meow!”
Meow, meow, meow, meow, meow, meow!
The cat on the farm says “Meow, meow, meow!”
She calls her kittens near!
Actions: For “Woof, woof,” pat knees like a dog’s tail. For “Meow, meow,” gently stroke imaginary whiskers. For “I’m here!” point to self. For “calls her kittens near!” make a beckoning gesture.
Watch and Practise
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by asking pupils about their favourite animals. Explain that animals are living things. Use the animal charts or toy animals to introduce each animal and its sound, repeating the sound clearly. Emphasise the simple reasons for sounds with relatable examples, like a hen calling chicks or a dog barking at a stranger.
What to show or demonstrate: Point to each animal on the chart or hold up the toy animal. Clearly demonstrate the sound for each animal, encouraging pupils to mimic immediately after you. Use simple gestures to illustrate the reasons (e.g., cupping hands to mouth for calling, shaking head for warning).
How to use the rhyme/song: Sing the “Animal Sounds Rhyme” slowly and clearly, demonstrating the actions. Repeat the rhyme several times, encouraging pupils to join in with the sounds and actions. You can change the animal in each verse to include other animals learned.
How to use the video: Introduce the video as a fun way to hear more animal sounds. Play the video, encouraging pupils to listen carefully and try to make the sounds along with the video. After watching, ask pupils to recall some sounds they heard and mimic them.
What to watch for: Observe if pupils are able to produce the sounds clearly and if they can associate the sound with the correct animal. Watch for engagement during the rhyme and video. Correct pronunciation gently and encourage all pupils to participate.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Imitation, Repetition, Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engaging/Recalling
Teacher’s Activity: The teacher greets the pupils and starts with a short, familiar song about animals (e.g., “The animals in the zoo go…”). The teacher then asks pupils, “What is your favourite animal?” and “What sound does it make?”
Pupils’ Activity: Pupils respond to greetings, sing along, and share their favourite animals and their sounds.
Learning Point: Pupils are engaged and recall prior knowledge of animals.
Step 2: Presentation of Animals and Sounds
Time: 5 minutes
Teaching Skill: Explaining/Demonstrating
Teacher’s Activity: The teacher explains that animals are living things. The teacher shows pictures or toy animals of a dog, cat, and cow, asking, “What animal is this?” Then, the teacher demonstrates the sound each animal makes (e.g., “This is a dog, and it says ‘Woof, woof!'”).
Pupils’ Activity: Pupils identify the animals and listen to the sounds made by the teacher.
Learning Point: Pupils learn to identify common animals and their sounds.
Step 3: Guided Mimicry of Sounds
Time: 5 minutes
Teaching Skill: Guided Practice/Repetition
Teacher’s Activity: The teacher repeats the sounds of the dog, cat, and cow, encouraging pupils to mimic the sounds together. The teacher provides positive reinforcement.
Pupils’ Activity: Pupils mimic the sounds of the dog, cat, and cow with the teacher.
Learning Point: Pupils practise making animal sounds.
Step 4: Introducing More Animals and Sounds
Time: 4 minutes
Teaching Skill: Expanding Knowledge
Teacher’s Activity: The teacher introduces more animals like a goat, chicken, and bird using charts. For each animal, the teacher says its name and demonstrates its sound, asking pupils to repeat.
Pupils’ Activity: Pupils identify the new animals and repeat their sounds after the teacher.
Learning Point: Pupils expand their knowledge of animals and their sounds.
Step 5: Rhyme and Movement Reinforcement
Time: 4 minutes
Teaching Skill: Reinforcement/Engagement
Teacher’s Activity: The teacher leads the pupils in singing the “Animal Sounds Rhyme” from the Board Summary, demonstrating the actions. The teacher encourages pupils to sing along and perform the actions.
Pupils’ Activity: Pupils sing the rhyme and perform the actions, making animal sounds.
Learning Point: Pupils reinforce animal sounds through song and movement.
Step 6: Discussing Reasons for Sounds and Video
Time: 5 minutes
Teaching Skill: Explaining/Visual Learning
Teacher’s Activity: The teacher briefly explains simple reasons why animals make sounds (e.g., “A hen clucks to call her babies”). The teacher then plays the “Animal Sounds Song” video, asking pupils to watch and listen for the sounds and actions.
Pupils’ Activity: Pupils listen to the reasons, watch the video, and try to make sounds along with it.
Learning Point: Pupils understand simple reasons for animal sounds and enjoy a visual aid.
Step 7: Evaluation/Review
Time: 4–5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- “What sound does a cat make?”
- “Show me how a dog barks.”
- “Why does a hen cluck?” (Accept simple answers like “to call her babies”).
- “Name an animal and its sound.”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Summarizing/Praising
Teacher’s Activity: The teacher praises the pupils for their participation and good listening. The teacher briefly recaps that different animals make different sounds for different reasons.
Pupils’ Activity: Pupils listen and respond to the teacher’s praise.
Learning Point: Pupils feel accomplished and the lesson is reinforced.
Lesson Keywords
- Animal – A living thing that moves and eats.
- Sound – A noise that an animal makes.
- Woof – The sound a dog makes.
- Meow – The sound a cat makes.
- Moo – The sound a cow makes.
Differentiation
Support: For pupils who find it difficult, the teacher will use larger pictures of animals, focus on only two or three very common animals, and provide hand-over-hand guidance for actions. More repetition and individual prompting will be given.
Extension: For pupils who grasp the concepts quickly, the teacher can ask them to name an animal not discussed and try to make its sound, or ask them to think of another reason why an animal might make a sound (e.g., when it is happy).
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