Note for teachers using this lesson plan
Before the lesson, prepare clear charts or pictures showing different family members (mother, father, brother, sister, baby, grandparents) and simple actions they perform. Have male and female dolls or puppets ready. The central idea for pupils is to identify who is in a family, their sex (boy/girl), and one simple thing they do. Observe pupils as they point to and name family members, and demonstrate simple actions associated with their roles.
Class: Pre-School Level 2
Term: First Term
Week: 5
Age: 3 years
Duration: 30 minutes
Subject: Social Habits
Curriculum Theme: Social Habits
Previous Lesson: Understanding how to greet people politely.
Topic: MY FAMILY: IDENTIFYING FAMILY MEMBERS
Subject Matter: Family members, their sex, roles and duties in the family.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify and name common family members (mother, father, brother, sister, baby).
- State the sex (boy or girl) of different family members.
- Mention one simple role or duty of a family member.
Affective Domain
- Show love and appreciation for their family members.
- Listen attentively when the teacher talks about family.
Psychomotor Domain
- Point to pictures of different family members.
- Perform simple actions related to family roles (e.g., pretending to cook, play, or hug).
Social Domain
- Participate in group discussions about family.
- Share simple ideas about their own family.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 2.
- Early Childhood Care and Education resources on family and community.
Instructional Materials
- Charts showing pictures of different families.
- Posters of individual family members (mother, father, brother, sister, baby, grandparents).
- Male and female dolls or puppets.
- Picture cards depicting family members performing simple duties (e.g., father working, mother cooking, child playing).
Rationale for the Lesson
This lesson helps 3-year-old children understand the foundational unit of society – the family. By identifying family members, their sex, and simple roles, pupils develop self-awareness and a sense of belonging, which are crucial for their social and emotional development. It also helps them recognise the people who care for them and the simple contributions each person makes.Prerequisite/Previous Knowledge
Pupils can identify some people who live with them at home and know how to call them by name.Lesson Content/Board Summary
MY FAMILY: IDENTIFYING FAMILY MEMBERS
A family is a group of people who live together and love each other.
Who are in our family?
- Father (Daddy) – a man, a boy grown up.
- Mother (Mummy) – a woman, a girl grown up.
- Brother – a boy child.
- Sister – a girl child.
- Baby – a very small child.
- Grandfather (Grandpa) – Father’s or Mother’s father.
- Grandmother (Grandma) – Father’s or Mother’s mother.
Sex of Family Members
- Boys: Father, Brother, Grandfather
- Girls: Mother, Sister, Grandmother
Simple Roles and Duties in the Family
- Father: Works to provide for the family, protects the family, plays with children.
- Mother: Cares for the family, cooks food, helps children with homework, keeps the home tidy.
- Brother/Sister (Children): Play, learn, help with small chores (e.g., tidying toys), obey parents.
- Grandparents: Tell stories, give advice, show love, visit.
Key Words
- Family – people who live together and love each other.
- Mother – a female parent.
- Father – a male parent.
- Brother – a male sibling.
- Sister – a female sibling.
- Boy – a male child.
- Girl – a female child.
My Family Song
Tune: “Are You Sleeping, Brother John?”
My dear family,
My dear family,
I love you,
I love you.
Mummy, Daddy, Brother, Sister,
I love you,
I love you.
Actions: Hug self, point to self, then point to different parts of the classroom as if pointing to family members.
Watch and Learn About Family
💡 Teacher Guide for Using This Board Summary
How to teach the content: Use the charts and pictures to introduce each family member one by one. Point to the picture, say the name clearly, and have pupils repeat. Use simple, short sentences. For roles, give one very simple example for each, e.g., “Mummy cooks yummy food.”
What to show or demonstrate: Display the charts of families. Use male and female dolls to represent ‘boy’ and ‘girl’ for father/mother and brother/sister. Demonstrate simple actions like pretending to cook, play, or hug to illustrate roles.
How to use the rhyme/song: Sing the “My Family Song” slowly and clearly. Encourage pupils to sing along and perform the actions. Repeat the song several times to help them internalise the names and actions. You can also point to family members on the chart as you sing their names.
How to use the video: Introduce the video as a fun way to see and hear about families. Play the video, encouraging pupils to watch and listen. After watching, ask simple questions like, “Who did you see in the video?” or “What did the mummy do?” to check understanding and reinforce the lesson.
What to watch for: Observe if pupils can correctly point to and name the main family members. Watch for their participation in the song and their ability to follow simple instructions related to family roles. Correct any misconceptions about sex or roles gently with positive reinforcement.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Role-play (simple actions)
- Repetition
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils warmly and leads a short greeting song. The teacher then asks pupils, “Who lives in your house with you?” and encourages a few responses.
Pupils’ Activity: Pupils respond to greetings, sing along, and share one or two names of people living in their homes.
Learning Point: Pupils are engaged and recall who lives with them.
Step 2: Introducing Family Members
Time: 5 minutes
Teaching Skill: Naming/Identification
Teacher’s Activity: The teacher displays a chart of a family and points to each member, naming them clearly: “This is Mummy,” “This is Daddy,” “This is Brother,” “This is Sister,” “This is Baby.” The teacher asks pupils to repeat each name.
Pupils’ Activity: Pupils look at the chart, listen, and repeat the names of the family members after the teacher.
Learning Point: Pupils begin to identify and name common family members.
Step 3: Understanding Sex (Boy/Girl)
Time: 4 minutes
Teaching Skill: Classification/Concept building
Teacher’s Activity: Using pictures or dolls, the teacher explains “boy” and “girl.” “Daddy is a boy grown up. Mummy is a girl grown up. Your brother is a boy, and your sister is a girl.” The teacher asks pupils to point to the boys and girls on the chart.
Pupils’ Activity: Pupils listen, point to the ‘boys’ and ‘girls’ on the chart, and repeat “boy” and “girl” as guided.
Learning Point: Pupils understand the concept of ‘boy’ and ‘girl’ in relation to family members.
Step 4: Simple Roles and Duties
Time: 5 minutes
Teaching Skill: Explanation/Association
Teacher’s Activity: The teacher uses picture cards showing simple actions. “What does Daddy do? Daddy works to get food.” (Show picture of father working). “What does Mummy do? Mummy cooks food.” (Show picture of mother cooking). “What do children do? Children play and learn.” (Show picture of children playing). The teacher asks pupils to mimic a simple action for each.
Pupils’ Activity: Pupils watch the pictures, listen to the simple duties, and perform a simple action (e.g., pretend to cook, play) when asked.
Learning Point: Pupils associate simple roles and duties with family members.
Step 5: Rhyme/Song Reinforcement
Time: 4 minutes
Teaching Skill: Auditory learning/Motor skills
Teacher’s Activity: The teacher leads the pupils in singing the “My Family Song” with actions. The teacher sings slowly and encourages pupils to join in and perform the actions.
Pupils’ Activity: Pupils sing the song along with the teacher and perform the simple actions (e.g., hugging self, pointing).
Learning Point: Pupils reinforce learning of family members through song and movement.
Step 6: Video Reinforcement and Discussion
Time: 4 minutes
Teaching Skill: Visual learning/Discussion
Teacher’s Activity: The teacher introduces a short video about family members. After watching, the teacher asks simple questions like, “Who did you see in the video?” or “What did the children do?”
Pupils’ Activity: Pupils watch the video attentively and respond to the teacher’s simple questions.
Learning Point: Pupils consolidate their understanding of family members and their activities through visual media.
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.
- “Point to the Mummy on the chart.”
- “Who is this? (pointing to a picture of a Father)”
- “Is a brother a boy or a girl?”
- “What is one thing your Mummy does?” (Accept simple answers like ‘cooks’, ‘hugs’, ‘plays’).
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: Summarisation/Closure
Teacher’s Activity: The teacher praises the pupils for their participation and reminds them to love their family members. “We all have a family, and we love them very much!”
Pupils’ Activity: Pupils listen and repeat “I love my family.”
Learning Point: Pupils feel appreciated and understand the importance of family.
Lesson Keywords
- Family – people who live together and love each other.
- Mother – a female parent.
- Father – a male parent.
- Brother – a male sibling.
- Sister – a female sibling.
Differentiation
- Support: For pupils who struggle, use larger, clearer pictures and focus only on identifying Mother and Father. Provide more one-on-one repetition and allow them to simply point rather than name.
- Extension: For pupils who grasp the concepts quickly, encourage them to identify grandparents on the chart or mention one more specific thing their Mummy or Daddy does at home. Ask them to draw a simple picture of one person in their family.
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