Note for teachers using this lesson plan
Before the lesson, prepare a chart of human body parts, ensure you have pencils and writing books with pre-drawn curve patterns, and have a mirror ready. The central idea for pupils is to correctly name common body parts, identify themselves as a boy or a girl, and practise tracing basic curve patterns. Observe pupils as they point to body parts, state “I am a boy/girl,” and attempt to trace the curves in their books, showing they grasp these concepts.
Class: Pre-School Level 3
Term: First Term
Week: 5
Age: 4 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Letter Work
Previous Lesson: Identifying familiar objects and drawing different types of lines.
Topic: Body Parts, Boy or Girl Identification and Running Curves
Subject Matter: Writing and Speech: Making patterns of different shapes. Parts of the body. Learning names of body parts and identifying self (boy or girl). Making running curves from bottom to top. Making running curves top to bottom.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify at least five parts of the human body.
- State whether they are a boy or a girl.
- Recognise basic curve patterns.
Affective Domain
- Pay attention as the teacher demonstrates curve patterns.
- Participate actively in naming body parts.
- Show interest in tracing activities.
Psychomotor Domain
- Point to different parts of their own body.
- Trace running curves from bottom to top with guidance.
- Trace running curves from top to bottom with guidance.
Social Domain
- Follow the teacher’s instructions during activities.
- Work cooperatively during group activities (if applicable).
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Early Childhood Care and Education curriculum guides
- Relevant early-years literacy workbooks
Instructional Materials
- Chart showing parts of the human body
- Flashcards with pictures of body parts (e.g., head, hand, leg)
- Small mirror for self-identification
- Writing books with pre-drawn curve patterns
- Pencils
- Erasers
- Whiteboard and markers
Rationale for the Lesson
This lesson is important for 4-year-olds as it helps them develop self-awareness by learning about their own bodies and gender identity. It also introduces foundational pre-writing skills through tracing running curves, which are essential for developing fine motor control and preparing for letter formation in future literacy lessons.
Prerequisite/Previous Knowledge
Pupils can already identify some common objects around them and have practised drawing simple lines and scribbling.
Lesson Content/Board Summary
Body Parts, Boy or Girl Identification and Running Curves
Parts of the Body
Our body has many important parts. Each part helps us do different things.
- Head: We think with our head. Our hair, eyes, nose, mouth, and ears are on our head.
- Hands: We use our hands to hold things, clap, and write.
- Legs: We use our legs to walk, run, and jump.
- Feet: Our feet help us stand and move.
- Tummy: Where our food goes.
Boy or Girl Identification
Every person is either a boy or a girl. Look in the mirror and say if you are a boy or a girl.
- If you are a boy, you say: “I am a boy.”
- If you are a girl, you say: “I am a girl.”
Running Curves (Pre-Writing Patterns)
Curves are smooth, rounded lines. They help our hands get ready to write letters.
- Running Curve (Bottom to Top): Starts at the bottom, goes up in a smooth curve.
- Running Curve (Top to Bottom): Starts at the top, goes down in a smooth curve.
Examples:
/ / / (Imagine these are smooth curves going up and down)
( ( ( ( ( ( (Imagine these are smooth curves going from bottom-left to top-right)
) ) ) ) ) ) (Imagine these are smooth curves going from top-left to bottom-right)
Key Words
- Head – The top part of our body.
- Hand – The part of our arm we use to hold things.
- Leg – The part of our body we use to walk.
- Boy – A male child.
- Girl – A female child.
- Curve – A smooth, rounded line.
Body Parts and Me Rhyme
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
Head and shoulders, knees and toes,
Eyes and ears and mouth and nose.
Hands to clap and legs to run,
Having fun with everyone.
Am I a boy? Or am I a girl?
I know me in this big wide world!
Actions: Touch head, shoulders, knees, toes, eyes, ears, mouth, nose. Clap hands, run in place, point to self.
Watch and Learn About Body Parts
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by pointing to the body parts on the chart and then on your own body, asking pupils to repeat the names. Use the mirror to help pupils identify themselves as a boy or a girl. For running curves, draw large examples on the board, explaining the starting and ending points clearly. Emphasize the smooth, continuous movement for curves.
What to show or demonstrate: Show the body parts chart. Point to your head, hands, legs, etc. Demonstrate how to hold a pencil correctly and how to trace the curve patterns slowly and smoothly on the board or in a large format. Show the difference between bottom-to-top and top-to-bottom curves.
How to use the rhyme/song: Sing the “Body Parts and Me Rhyme” together, performing the actions. Repeat it 2-3 times to help pupils memorise the words and actions, reinforcing body part names and self-identification.
How to use the video: Introduce the video as a fun way to learn more about body parts. Play the video “Head Shoulders Knees & Toes | CoComelon Nursery Rhymes & Kids Songs” for the pupils. Encourage them to sing along and perform the actions shown in the video. After watching, ask pupils to name a body part they saw in the video.
What to watch for: Observe if pupils are correctly pointing to body parts and clearly stating “I am a boy” or “I am a girl.” During tracing, watch for correct pencil grip and if pupils are following the curve patterns rather than drawing jagged lines. Provide individual support where needed.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Imitation
- Practical Activity
- Repetition
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engaging/Warm-up
Teacher’s Activity: The teacher greets pupils warmly and starts with a simple “Good morning, children!” The teacher then leads a quick warm-up song like “If You’re Happy and You Know It” with actions, incorporating clapping hands and tapping feet.
Pupils’ Activity: Pupils respond to greetings and actively participate in the warm-up song and actions.
Learning Point: Pupils are engaged and ready for the lesson.
Step 2: Identifying Body Parts
Time: 7 minutes
Teaching Skill: Visual Aid/Naming
Teacher’s Activity: The teacher displays the body parts chart and points to different parts, naming them clearly (e.g., “This is a head,” “These are hands”). The teacher then asks pupils to point to the same parts on their own bodies and repeat the names. The teacher also introduces the “Body Parts and Me Rhyme.”
Pupils’ Activity: Pupils observe the chart, point to their own body parts, repeat the names after the teacher, and sing along with actions to the rhyme.
Learning Point: Pupils identify and name common body parts.
Step 3: Boy or Girl Identification
Time: 4 minutes
Teaching Skill: Self-awareness/Discussion
Teacher’s Activity: The teacher holds up a mirror and asks pupils to look at themselves. The teacher then asks, “Are you a boy or a girl?” and models the response: “I am a boy” or “I am a girl.” The teacher encourages each pupil to say it.
Pupils’ Activity: Pupils look in the mirror, identify themselves, and say “I am a boy” or “I am a girl.”
Learning Point: Pupils identify their own gender.
Step 4: Introduction to Running Curves
Time: 5 minutes
Teaching Skill: Demonstration/Pre-writing
Teacher’s Activity: The teacher draws large running curve patterns (bottom-to-top and top-to-bottom) on the whiteboard, explaining how to start and move the pencil smoothly. The teacher demonstrates air tracing the curves.
Pupils’ Activity: Pupils observe carefully how the teacher draws the curves and imitate the air tracing movements with their fingers.
Learning Point: Pupils understand the concept and direction of running curves.
Step 5: Guided Tracing (Bottom to Top)
Time: 4 minutes
Teaching Skill: Guided Practice/Fine Motor
Teacher’s Activity: The teacher distributes writing books with pre-drawn bottom-to-top curve patterns. The teacher guides pupils, demonstrating again on a sample book, and walks around to offer individual assistance and correct pencil grip.
Pupils’ Activity: Pupils hold their pencils correctly and trace the bottom-to-top curve patterns in their books under the teacher’s guidance.
Learning Point: Pupils practise tracing bottom-to-top curves, improving fine motor skills.
Step 6: Guided Tracing (Top to Bottom)
Time: 3 minutes
Teaching Skill: Guided Practice/Reinforcement
Teacher’s Activity: The teacher directs pupils to the top-to-bottom curve patterns in their books. The teacher briefly re-demonstrates the movement and supervises as pupils trace, providing encouragement.
Pupils’ Activity: Pupils trace the top-to-bottom curve patterns in their books, applying the learned technique.
Learning Point: Pupils reinforce tracing skills with top-to-bottom curves.
Step 7: Evaluation/Review
Time: 4 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- “Point to your head.”
- “Show me your hands.”
- “Are you a boy or a girl?” (Ask a few pupils individually)
- “Show me how you traced a curve from the bottom to the top in your book.”
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: Recap/Closure
Teacher’s Activity: The teacher praises pupils for their participation and effort. The teacher briefly recaps the lesson by saying, “Today we learned about our body parts, if we are a boy or a girl, and how to draw smooth curves!”
Pupils’ Activity: Pupils listen and tidy up their materials.
Learning Point: The lesson is concluded with a positive reinforcement.
Lesson Keywords
- Head – The top part of our body.
- Hand – The part of our arm we use to hold things.
- Leg – The part of our body we use to walk.
- Boy – A male child.
- Girl – A female child.
- Curve – A smooth, rounded line.
Differentiation
- Support: For pupils struggling with body part identification, use larger flashcards and more repetition. For tracing, provide hand-over-hand guidance or use thicker lines for them to trace over. Allow them to trace with their finger in sand or on a tray of rice before using a pencil.
- Extension: For pupils who quickly grasp the concepts, ask them to name additional body parts (e.g., elbow, knee). For tracing, encourage them to draw their own simple curve patterns without pre-drawn lines or to identify curve shapes in classroom objects.
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