Note for teachers using this lesson plan
Before this lesson, prepare safe, gently warm objects like a food flask with warm water, a warm cloth, or a stone warmed in the sun. The central idea is for pupils to understand the sensation of warmth and to recognise objects that are hot, while also learning to be cautious. Emphasize that truly hot objects are dangerous and should not be touched. Successful learning will be observed when pupils can point to pictures of hot objects and safely identify warm objects by touch, saying “warm” or “hot” (for recognition).
Class: Pre-School Level 1
Term: Third Term
Week: 7
Age: 2 years
Duration: 30 minutes
Subject: Pre-Science
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Feeling Cold Objects
Topic: Hot Objects
Subject Matter: Feeling Warmth and Recognising Hot Objects
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify pictures of objects that are hot.
- Name objects that make them feel warm.
Affective Domain
- Show caution towards objects identified as hot.
- Express the feeling of warmth when touching a safe warm object.
Psychomotor Domain
- Point to pictures of hot objects.
- Gently touch and feel safe warm objects.
Social Domain
- Participate in group activities to explore warmth.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education resources
Instructional Materials
- Charts showing pictures of the sun, fire, a pot on a stove, a hot iron, hot food/drink
- A safe, gently warm food flask (with warm water inside)
- A clean cloth warmed slightly (e.g., by sun or warm water)
- A stone warmed by the sun
- An MP4 player or tablet for video
Rationale for the Lesson
This lesson helps young children develop their sense of touch and understand an important environmental concept: warmth and heat. Recognizing hot objects is crucial for their safety, teaching them to avoid potential dangers in their home and school environment from an early age.
Prerequisite/Previous Knowledge
Pupils can identify various objects around them and have some understanding of their five senses, particularly touch, from previous lessons like “Feeling Cold Objects.”
Lesson Content/Board Summary
Hot Objects
Some objects make us feel warm, and some objects are very hot. Very hot objects can hurt us, so we must be careful!
- Warm: Makes us feel nice and cosy. We can touch warm things gently.
- Hot: Can burn or hurt us. We must NEVER touch very hot things. We can only look at them or point to them from a distance.
Examples of Hot Objects (Don’t Touch!)
- The Sun: The sun is very hot and makes the day warm.
- Fire: Fire is very hot and can burn.
- A pot on the stove: When mummy cooks, the pot is very hot.
- A hot iron: The iron used for clothes is very hot.
Examples of Warm Objects (Safe to Touch Gently)
- A cup of warm milk (after it cools a little)
- A warm stone from the sun
- A warm cloth
We use our hands to feel if something is warm or cold. But we must be careful with hot things!
Key Words
- Hot – Can burn or hurt us.
- Warm – Feels nice, not too hot.
- Sun – Makes the day hot.
- Fire – Very hot, can burn.
Warm and Hot Safety Rhyme
Tune: “Twinkle, Twinkle Little Star”
Sun is shining, warm and bright,
Makes us feel so nice and light.
But the fire, oh so hot,
Never, never touch that spot!
Warm food flask, safe to feel,
Hot stove burner, danger real!
Actions:
- “Sun is shining”: Point up, make a circle with hands.
- “Warm and bright”: Hug self, smile.
- “But the fire, oh so hot”: Shake head, point finger “no.”
- “Never, never touch that spot!”: Cross arms, frown.
- “Warm food flask, safe to feel”: Gently touch a warm object (teacher’s hand).
- “Hot stove burner, danger real!”: Point to a picture of a stove, look worried.
Watch and Learn About Hot and Cold
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by showing pictures of the sun and fire, asking pupils what they know about them. Introduce the words “hot” and “warm” with simple explanations. Emphasize that “hot” can be dangerous. Use the prepared safe warm objects for pupils to gently touch, guiding them to describe the feeling. Reinforce safety rules for truly hot items.
What to show or demonstrate: Display charts with pictures of the sun, fire, a pot on a stove, and an iron. Demonstrate how to gently touch the *safe warm* food flask, warm cloth, or warm stone. Clearly differentiate between looking at hot objects and safely touching warm ones.
How to use the rhyme/song: Sing the “Warm and Hot Safety Rhyme” several times, encouraging pupils to join in with the actions. Use it to reinforce the difference between safe warmth and dangerous heat.
How to use the video: Introduce the video as a fun way to learn about hot and cold. Play the “Hot and Cold Song.” After watching, ask pupils to point to the “hot” things they saw in the video and repeat the word “hot.” Discuss why we need to be careful with hot things.
What to watch for: Observe if pupils understand the difference between “warm” (safe to touch) and “hot” (dangerous). Watch for any pupil who attempts to touch a picture of a dangerous hot object and gently redirect them, reinforcing the safety message.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Repetition
- Manipulation of Objects
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets pupils and sings a short greeting song. Asks pupils, “How do you feel today? Are you warm or cold?”
Pupils’ Activity: Pupils respond to greetings, sing along, and may point to themselves or say “warm” or “cold.”
Learning Point: Pupils engage with the teacher and begin thinking about temperature.
Step 2: Teacher Presentation of Hot Objects
Time: 5 minutes
Teaching Skill: Observation/Identification
Teacher’s Activity: The teacher shows charts with pictures of the sun, fire, and a pot on a stove. The teacher points to each picture and says, “This is the sun, it is hot! This is fire, it is hot! This is a pot on the stove, it is hot!” Emphasizes, “Don’t touch hot things!”
Pupils’ Activity: Pupils look at the pictures, listen to the teacher, and may repeat “hot” after the teacher.
Learning Point: Pupils begin to identify common hot objects visually.
Step 3: Sensory Exploration of Warmth
Time: 5 minutes
Teaching Skill: Practical Demonstration/Sensory Learning
Teacher’s Activity: The teacher brings out the safe, gently warm food flask, warm cloth, and warm stone. The teacher guides pupils, one by one, to gently touch the *warm* objects (e.g., place their hand on the warm flask). Asks, “How does it feel? Does it feel warm?”
Pupils’ Activity: Pupils gently touch the warm objects with guidance and say “warm” or “nice.”
Learning Point: Pupils experience the sensation of warmth safely through touch.
Step 4: Rhyme Reinforcement
Time: 4 minutes
Teaching Skill: Auditory Learning/Movement
Teacher’s Activity: The teacher introduces and sings the “Warm and Hot Safety Rhyme” with actions. The teacher encourages pupils to join in the singing and actions, repeating it a few times.
Pupils’ Activity: Pupils listen, sing along, and perform the actions for the rhyme.
Learning Point: Pupils reinforce understanding of hot and warm through song and movement, connecting to safety.
Step 5: Video Observation
Time: 4 minutes
Teaching Skill: Visual Learning/Discussion
Teacher’s Activity: The teacher introduces the video, “Let’s watch a song about hot and cold!” The teacher plays the “Hot and Cold Song” video. After the video, the teacher asks, “What hot things did you see? What did they say about hot?”
Pupils’ Activity: Pupils watch the video, point to hot objects in the video, and may respond to questions with simple words or gestures.
Learning Point: Pupils visually identify hot objects and reinforce the concept through an engaging video.
Step 6: Guided Practice and Repetition
Time: 5 minutes
Teaching Skill: Guided Application
Teacher’s Activity: The teacher shows the charts of hot objects again. The teacher points to each hot object and asks, “Is this hot or warm? Can we touch it?” The teacher also points to the safe warm objects and asks, “Is this hot or warm? Can we touch it gently?”
Pupils’ Activity: Pupils point to the pictures, say “hot” or “warm,” and respond “no” for hot objects and “yes” for warm objects.
Learning Point: Pupils practice differentiating between hot and warm objects and recall safety rules.
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 the sun. Is it hot or warm?”
- “Point to the fire. Can we touch fire?”
- “Touch this warm cloth. How does it feel?”
- “What should we do if we see something very hot?”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (e.g., pointing, touching gently, shaking head for “no”).
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 2 minutes
Teaching Skill: Closure/Reinforcement
Teacher’s Activity: The teacher praises pupils for their participation and reminds them to always be careful around hot things. The teacher sings a short closing song.
Pupils’ Activity: Pupils listen, respond to praise, and sing the closing song.
Learning Point: Pupils consolidate learning and end the lesson positively.
Lesson Keywords
- Hot – Can burn or hurt us; very high temperature.
- Warm – Feels pleasant and gentle; not too hot.
- Sun – The star that gives us light and heat, making things hot.
- Fire – Flames that give off heat and light, very dangerous to touch.
Differentiation
- Support: For pupils who are struggling, provide hand-over-hand guidance for gently touching warm objects. Use larger, clearer pictures of hot objects and repeat the key words “hot” and “warm” more frequently.
- Extension: Encourage pupils who grasp the concept quickly to identify other objects in the classroom or at home that might get warm (e.g., a window warmed by the sun, a light bulb that has been on). Ask them to say “hot” and “not hot” for various objects.
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