Description and Sources of Water for Pre-School Level 1

Class: Pre-School Level 1
Term: Third Term
Week: 4
Age: 2 years
Duration: 30 minutes
Subject: Pre-Science
Curriculum Theme: Pre-Science
Previous Lesson: Identification of The Stomach and Use
Topic: Water
Subject Matter: Water: Description and Sources

Specific Objectives

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

Cognitive Domain

• Identify water when shown.
• Name simple characteristics of clean water (no colour, no smell).
• Point to pictures of water sources (rain, tap, well).

Affective Domain

• Show curiosity about water.
• Participate in simple observations of water.

Psychomotor Domain

• Gently touch water in a bowl.
• Mimic actions related to water sources (e.g., “rain falling”).

Social Domain

• Share observations about water with a partner or the class.
• Take turns looking at and touching the water.

Reference Materials

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

Instructional Materials

• Clear bowl or bottle of clean, potable water
• Charts or flashcards showing sources of water (e.g., rain, tap, well, river, borehole)
• MP4 Player (for video)

Rationale for the Lesson

Learning about water is fundamental for 2-year-olds as water is essential for life and present in their daily experiences. Understanding its basic properties and where it comes from helps them develop early scientific observation skills and awareness of their environment, promoting safety and appreciation for this vital resource.

Prerequisite/Previous Knowledge

Pupils have seen and used water at home for drinking, bathing, and washing.

Lesson Content/Board Summary

Water: Description and Sources

Water is all around us and we use it every day!

What is Water?

• Water has no colour (it is clear).
• Water has no smell.
• Clean water has no taste.

Where Do We Get Water From? (Sources of Water)

• Rain: Water falls from the sky when it rains.
• Tap: Water comes out of the tap in our homes and school.
• Well: Some people get water from a well in the ground.
• River/Borehole: Water can also come from a river or a borehole.

Key Words

• Water – What we drink and use for washing.
• Clear – You can see through it, like clean water.
• Tap – Where water comes out in the kitchen or bathroom.
• Rain – Water that falls from the sky.
• Well – A deep hole in the ground where people get water.

Water Sources Rhyme

Tune: Twinkle, Twinkle, Little Star

Water, water, clear and bright,
Helps us grow with all its might.
From the tap and from the rain,
From the well, again, again!
Water, water, clear and bright,
Makes us happy, day and night!

Actions:

• “Clear and bright”: Point to the water.
• “Helps us grow”: Make a growing motion with hands.
• “From the tap”: Pretend to turn a tap.
• “From the rain”: Wiggle fingers downwards like rain.
• “From the well”: Make a circular motion like winding a well rope.
• “Again, again!”: Repeat actions.

Watch and Learn About Water

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and sings a short welcome song. The teacher then asks, “What do we drink when we are thirsty?” to introduce the topic of water.

Pupils’ Activity: Pupils respond to greetings, sing along, and may say “water” or point to their mouths.

Learning Point: Pupils are engaged and introduced to the topic of water.

Step 2: Presentation – What is Water?

Time: 5 minutes

Teaching Skill: Observation/Explanation

Teacher’s Activity: The teacher shows the clear bowl of water. The teacher asks, “What colour is the water?” (It has no colour, it’s clear). “Does it have a smell?” (No). “Does clean water have a taste?” (No). The teacher explains these properties simply.

Pupils’ Activity: Pupils look at the water, shake their heads for “no smell,” and listen to the teacher’s explanation.

Learning Point: Pupils learn that water is clear, has no colour, no smell, and no taste.

Step 3: Guided Practice – Observing Water

Time: 4 minutes

Teaching Skill: Sensory Exploration

Teacher’s Activity: The teacher invites pupils, one by one or in small groups, to gently touch the water in the bowl. The teacher asks, “How does it feel?” (Wet, cool).

Pupils’ Activity: Pupils gently touch the water and share their observations (e.g., “wet!”).

Learning Point: Pupils experience the tactile property of water.

Step 4: Presentation – Sources of Water

Time: 5 minutes

Teaching Skill: Picture Talk/Naming

Teacher’s Activity: The teacher shows charts/pictures of different water sources (rain, tap, well, river). The teacher points to each picture, names the source clearly, and says a very short sentence about it (e.g., “This is rain. Water comes from the sky.”).

Pupils’ Activity: Pupils look at the pictures and repeat the names of the water sources after the teacher.

Learning Point: Pupils identify and name various sources of water.

Step 5: Reinforcement – Water Sources Rhyme

Time: 4 minutes

Teaching Skill: Rhyme/Movement

Teacher’s Activity: The teacher introduces and sings the “Water Sources Rhyme” with actions. The teacher encourages pupils to join in with the words and actions.

Pupils’ Activity: Pupils listen, try to sing along, and perform the actions for the rhyme.

Learning Point: Pupils reinforce their knowledge of water sources through song and movement.

Step 6: Application – Video and Discussion

Time: 5 minutes

Teaching Skill: Media Integration/Discussion

Teacher’s Activity: The teacher plays the educational video about water and its sources. After the video, the teacher asks simple questions like, “What did you see in the video about water?” and “Where does water come from?”

Pupils’ Activity: Pupils watch the video attentively and respond to simple questions by pointing or saying short words.

Learning Point: Pupils consolidate their understanding of water’s properties and sources from the video.

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.

1. “Point to the water.” (Teacher shows the bowl).
2. “Does water have a colour?” (No).
3. “Show me the picture of rain.” (Teacher shows charts).
4. “Where does water come from in our school?” (Tap).

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summarisation/Closure

Teacher’s Activity: The teacher recaps that water is clear, has no smell, and comes from rain, taps, and wells. The teacher praises the pupils for their participation and sings a goodbye song.

Pupils’ Activity: Pupils listen to the recap, receive praise, and sing the goodbye song.

Learning Point: Pupils feel a sense of accomplishment and the lesson is formally concluded.

Lesson Keywords

• Water – The clear liquid we drink and use for many things.
• Clear – Easy to see through, like clean water.
• Tap – A device that controls the flow of water.
• Rain – Water that falls from clouds.
• Well – A deep hole dug in the ground to get water.

Differentiation

• Support: For pupils who need extra help, the teacher can provide more one-on-one attention, use hand-over-hand guidance to point to pictures, and repeat key words and actions more frequently. Use only two main sources of water for focus initially (e.g., tap and rain).
• Extension: For pupils who grasp the concepts quickly, the teacher can ask them to name another place they see water (e.g., in a cup, in the bath) or ask them to identify a use of water from a picture (e.g., drinking, washing).