Care of the Body, Identifying Body Parts for Pre-School Level 1

Class: Pre-School Level 1
Term: First Term
Week: 2
Age: 2 years
Duration: 30 minutes
Subject: Health Habits
Curriculum Theme: Health Habits
Previous Lesson: Learning about themselves and their names.
Topic: CARE OF PARTS OF THE BODY
Subject Matter: Identification of parts of the body; Importance of taking care of parts of the body e.g. for good health.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Identify at least three parts of their body when named by the teacher.
• Name at least two body parts when pointed to.

Affective Domain

• Show interest in learning about their body parts.
• Participate in singing a song about body parts.

Psychomotor Domain

• Point to their own body parts as the teacher names them.
• Perform simple actions related to body parts (e.g., clap hands, stomp feet).

Social Domain

• Engage in guided group activities to identify body parts.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 1
• Early Childhood Care and Education resources

Instructional Materials

• Charts showing different body parts
• Posters of children pointing to body parts
• Video clips of body parts songs/identification
• A large doll or teddy bear
• A mirror (child-safe)

Rationale for the Lesson

This lesson helps 2-year-olds develop self-awareness by learning the names of their body parts. Understanding their body is a fundamental step in personal development and lays the groundwork for learning about hygiene and health, which are crucial for their well-being.

Prerequisite/Previous Knowledge

Pupils can already recognise themselves in a mirror and may know their own names. They are generally aware of their hands and feet for basic movements.

Lesson Content/Board Summary

CARE OF PARTS OF THE BODY

Our body has many important parts. Each part helps us do different things.

Some Parts of Our Body:

• Head: On top of our body.
• Eyes: We use our eyes to see.
• Nose: We use our nose to smell.
• Mouth: We use our mouth to eat and talk.
• Ears: We use our ears to hear.
• Hands: We use our hands to touch, clap, and hold things.
• Legs/Feet: We use our legs and feet to walk, run, and jump.

Why We Take Care of Our Body Parts:

We take care of our body parts to stay healthy and strong.

• Wash our hands to keep them clean.
• Brush our teeth to keep our mouth clean.

Key Words

• Head – The top part of our body.
• Eyes – What we use to see.
• Hands – What we use to touch and hold.
• Legs – What we use to walk.

My Body Parts Song

Tune: “Mary Had a Little Lamb”

Lyrics:

My head, my head, my head,
I touch my head, my head.
My eyes, my eyes, my eyes,
I blink my eyes, my eyes.

My nose, my nose, my nose,
I touch my nose, my nose.
My mouth, my mouth, my mouth,
I open my mouth, my mouth.

My hands, my hands, my hands,
I clap my hands, my hands.
My feet, my feet, my feet,
I stomp my feet, my feet.

Actions: Pupils touch or point to the body part mentioned, then perform the action (blink, open, clap, stomp).

Watch and Practise

https://www.youtube.com/watch?v=FzH7o8h4w8o

Teaching Methods/Instructional Techniques

• Play-based Learning
• Demonstration
• Guided Practice
• Songs and Rhymes
• Picture Talk
• Repetition
• Manipulation of Objects (doll)

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Greeting

Teacher’s Activity: The teacher greets the pupils warmly and sings a simple “Good Morning” song, encouraging pupils to clap along.

Pupils’ Activity: Pupils respond to the greeting and clap their hands during the song.

Learning Point: Pupils feel welcomed and ready to learn.

Step 2: Presentation (Identifying Body Parts with Visuals)

Time: 7 minutes

Teaching Skill: Naming/Identification

Teacher’s Activity: The teacher displays charts of body parts and a doll. The teacher points to a body part on the chart/doll (e.g., “This is a head”) and says its name clearly, then points to her own head. She asks, “What is this?” and encourages pupils to repeat the name.

Pupils’ Activity: Pupils look at the charts/doll, listen to the teacher, and attempt to repeat the names of the body parts.

Learning Point: Pupils begin to recognise and associate names with body parts.

Step 3: Guided Practice (Pointing to Own Body Parts)

Time: 5 minutes

Teaching Skill: Imitation/Reinforcement

Teacher’s Activity: The teacher says a body part name (e.g., “Touch your head!”) and demonstrates by touching her own head. She encourages pupils to touch their own heads. She repeats this for eyes, nose, mouth, ears, hands, and legs.

Pupils’ Activity: Pupils follow the teacher’s instruction and touch their own body parts.

Learning Point: Pupils physically identify and connect names to their own body parts.

Step 4: Rhyme/Song Reinforcement

Time: 5 minutes

Teaching Skill: Musical Learning/Memory

Teacher’s Activity: The teacher leads the pupils in singing the “My Body Parts Song” from the Board Summary, demonstrating the actions for each body part. She sings it slowly and repeats it twice.

Pupils’ Activity: Pupils listen to the song and try to sing along and perform the actions with the teacher.

Learning Point: Pupils reinforce body part names through a fun, repetitive song with actions.

Step 5: Video Reinforcement

Time: 4 minutes

Teaching Skill: Visual Learning/Engagement

Teacher’s Activity: The teacher introduces the body parts video. After playing the video, she asks pupils to point to one or two body parts they saw in the video.

Pupils’ Activity: Pupils watch the video, listen to the song, and try to point to the body parts when asked.

Learning Point: Pupils further reinforce body part identification through an engaging visual medium.

Step 6: Application (Simple Care)

Time: 3 minutes

Teaching Skill: Practical Application

Teacher’s Activity: The teacher briefly mentions simple care for some parts. “We use our hands to play, so we must wash our hands to keep them clean!” (demonstrates rubbing hands). “We eat with our mouth, so we brush our teeth!” (demonstrates brushing motion).

Pupils’ Activity: Pupils watch the teacher’s demonstrations and imitate the simple actions.

Learning Point: Pupils understand the very basic idea of caring for their body parts.

Step 7: Evaluation/Review

Time: 2 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. “Point to your nose.”
2. “What do we use our eyes for?” (Encourage “seeing”).
3. “Show me your hands.”

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/Praise

Teacher’s Activity: The teacher praises the pupils for their participation and reminds them that their body parts are special and should be kept clean. “Good job, everyone! Your body parts are wonderful!”

Pupils’ Activity: Pupils listen and respond to the teacher’s praise.

Learning Point: Pupils feel a sense of accomplishment and positive reinforcement.

Lesson Keywords

• Body – All of us, from head to toe.
• Head – The top part of our body where our brain, eyes, nose, and mouth are.
• Eyes – The parts we use to see.
• Nose – The part we use to smell.
• Mouth – The part we use to eat and talk.
• Hands – The parts at the end of our arms that we use to hold, touch, and clap.
• Legs – The parts we use to walk and run.

Differentiation

• Support: For pupils struggling to identify parts, use hand-over-hand guidance to help them touch their body parts. Use larger, clearer pictures and repeat names more frequently. Focus on only 2-3 main body parts initially.
• Extension: For pupils who quickly grasp the concept, encourage them to identify more body parts (e.g., tummy, fingers, toes). Ask them to make a simple action for a named body part (e.g., “Show me how your legs move!”).