Note for teachers using this lesson plan
Before the lesson, prepare clear pictures or real examples of healthy foods, children exercising, and children sleeping peacefully. The central idea for pupils is to understand that eating good food, moving their bodies, and resting helps them feel strong and happy. Ensure a safe space for simple movements during the exercise part of the lesson. Observe pupils pointing to pictures and imitating actions as a sign of successful learning.
Class: Pre-School Level 1
Term: Third Term
Week: 7
Age: 2 years
Duration: 30 minutes
Subject: Health Habits
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Basic body parts and their uses.
Topic: GOOD HEALTH
Subject Matter: GOOD HEALTH; Meaning of good health; How to have good health e.g. good food, exercise, enough rest or sleep. Weekly focus: How to Have Good Health: Food, Exercise and Rest.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify pictures of healthy food.
- Name simple activities that make them strong.
- Point to pictures of children resting.
Affective Domain
- Show excitement when talking about healthy habits.
- Listen attentively to instructions about staying healthy.
Psychomotor Domain
- Imitate simple exercise movements like jumping or clapping.
- Demonstrate a resting pose.
Social Domain
- Participate in group activities related to health habits.
- Take turns identifying pictures.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education resources
Instructional Materials
- Charts and posters showing healthy foods (fruits, vegetables, rice, beans, yam)
- Pictures of children exercising (running, jumping, dancing)
- Pictures of children sleeping or resting peacefully
- Video clips on good health habits for young children
- Flashcards of “food,” “exercise,” “rest”
Rationale for the Lesson
This lesson is important for 2-year-olds because it introduces them to basic habits that keep their bodies strong and prevent sickness. Understanding how food, exercise, and rest contribute to good health helps them develop positive routines early in life, supporting their overall growth and well-being.Prerequisite/Previous Knowledge
Pupils can identify some parts of their body and understand simple instructions like “eat” or “sleep.” They are familiar with daily routines like eating, playing, and sleeping.Lesson Content/Board Summary
GOOD HEALTH
Good health means your body is strong and happy. You don’t feel sick. You can play and learn well.How to Have Good Health
To have good health, we need three important things: 1.Good Food
* Eating good food makes us strong. * Good food includes fruits (like oranges, bananas), vegetables (like ugu, spinach), rice, beans, yam, and fish. * We need to eat different kinds of good food every day. 2.Exercise
* Exercise means moving our bodies. * Moving our bodies helps us grow strong. * We can run, jump, dance, or play games. * Exercise makes our heart beat fast and makes us happy. 3.Rest/Sleep
* Resting and sleeping give our bodies time to get strong again. * When we sleep, our bodies grow. * We need to sleep for many hours every night.Key Words
- Good – feeling happy and strong.
- Health – when your body is strong and not sick.
- Food – what we eat to grow.
- Exercise – moving our body to get strong.
- Rest – stopping to let our body relax and sleep.
Healthy Habits Song
Tune: “Twinkle, Twinkle, Little Star”
Lyrics:
Good food, exercise, and rest,
Make our bodies feel their best.
Eat your fruits and veggies too,
Run and jump, me and you.
Sleepy time, close your eyes,
Healthy bodies, reach the skies!
Actions: Point to mouth for “good food,” make running motion for “exercise,” put hands together under head for “rest/sleep,” point to self and friend for “me and you.”
Watch and Learn About Healthy Habits
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce “Good Health” by asking pupils how they feel when they are strong and happy versus when they are sick. Use simple language. For “Good Food,” show real fruits or pictures of healthy meals, asking pupils to point and name. For “Exercise,” demonstrate simple movements like clapping, stretching, or gentle jumping, encouraging pupils to imitate. For “Rest/Sleep,” show pictures of children sleeping and ask pupils to make a sleeping sound. Repeat key words like “food,” “exercise,” and “rest” often.
What to show or demonstrate: Display charts and posters of healthy foods, exercising children, and sleeping children. Demonstrate simple actions for exercise (e.g., jumping jacks, arm circles, running in place) and a resting pose (e.g., head on hands). Use flashcards for “food,” “exercise,” and “rest” for visual reinforcement.
How to use the rhyme/song: Introduce the “Healthy Habits Song” after explaining each part of good health. Sing it slowly with actions, repeating it several times. Encourage pupils to join in with actions and simple words they remember.
How to use the video: Introduce the video as a fun way to see how to stay healthy. Play the video once, then play it again, pausing to point out examples of healthy food, exercise, and rest. Ask pupils to repeat simple phrases or actions shown in the video.
What to watch for: Observe if pupils can point to the correct pictures when asked about food, exercise, or rest. Watch for their participation in actions and attempts to repeat key words. Correct any misconceptions gently by re-demonstrating or re-explaining.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Imitation, Repetition, Practical Activity.Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Greeting/Engaging
Teacher’s Activity: The teacher greets the pupils warmly and asks them how they are feeling today. The teacher then asks, “Who feels strong and happy today?”
Pupils’ Activity: Pupils respond to the greeting and raise their hands if they feel strong and happy.
Learning Point: Pupils are engaged and connect to the idea of feeling good.
Step 2: Meaning of Good Health
Time: 5 minutes
Teaching Skill: Explaining/Visual Aids
Teacher’s Activity: The teacher shows a picture of a strong, happy child and a picture of a sick child. The teacher explains, “When we are strong and happy, we have good health! When we are sick, we don’t have good health.” The teacher asks, “Do you want to have good health?”
Pupils’ Activity: Pupils look at the pictures, nod their heads, and say “Yes!” to having good health.
Learning Point: Pupils understand that good health means feeling strong and happy, not sick.
Step 3: Good Food for Good Health
Time: 5 minutes
Teaching Skill: Demonstrating/Naming
Teacher’s Activity: The teacher shows pictures of various healthy foods (e.g., apple, banana, rice, beans). The teacher says, “Eating good food helps us have good health!” The teacher names each food and asks pupils to repeat the names and point to the pictures. “This is an apple! Say ‘apple’!”
Pupils’ Activity: Pupils point to the pictures, repeat the names of the foods, and pretend to eat.
Learning Point: Pupils identify healthy foods and understand they help them grow strong.
Step 4: Exercise for Good Health
Time: 5 minutes
Teaching Skill: Modelling/Movement
Teacher’s Activity: The teacher shows pictures of children exercising (jumping, running). The teacher says, “Moving our bodies, like running and jumping, is exercise! Exercise gives us good health!” The teacher demonstrates simple movements like clapping hands, touching toes, or gentle jumping, and encourages pupils to imitate.
Pupils’ Activity: Pupils imitate the teacher’s movements and repeat “exercise.”
Learning Point: Pupils understand that moving their bodies helps them stay healthy and strong.
Step 5: Rest for Good Health
Time: 4 minutes
Teaching Skill: Explaining/Role-play
Teacher’s Activity: The teacher shows a picture of a child sleeping. The teacher says, “After we play and eat, our bodies need rest and sleep. Sleeping helps us get strong for tomorrow! Rest gives us good health.” The teacher asks pupils to put their heads on their hands and pretend to sleep quietly.
Pupils’ Activity: Pupils look at the picture and gently pretend to sleep.
Learning Point: Pupils understand that resting and sleeping are important for good health.
Step 6: Reinforcement with Song and Video
Time: 3 minutes
Teaching Skill: Singing/Video Integration
Teacher’s Activity: The teacher leads pupils in singing the “Healthy Habits Song” with actions. The teacher then plays the short video clip on good health habits, encouraging pupils to watch and identify the different habits shown.
Pupils’ Activity: Pupils sing along with actions and watch the video, pointing out food, exercise, and rest.
Learning Point: Pupils reinforce their understanding through song and 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.
- Show me the picture of good food.
- Show me how you exercise.
- Show me how you rest/sleep.
- Who has good health, the strong child or the sick child?
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: Summarizing/Praise
Teacher’s Activity: The teacher praises the pupils for participating and reminds them, “Remember, eat good food, exercise, and rest to have good health!”
Pupils’ Activity: Pupils say “Yes!” and clap for themselves.
Learning Point: Pupils are encouraged to practise healthy habits.
Lesson Keywords
- Good – feeling happy and strong.
- Health – when your body is strong and not sick.
- Food – what we eat to grow.
- Exercise – moving our body to get strong.
- Rest – stopping to let our body relax and sleep.
Differentiation
- Support: For pupils who need extra help, use larger, clearer pictures and provide hand-over-hand guidance for actions. Repeat instructions and key words multiple times. Allow them to point rather than speak.
- Extension: For pupils who grasp the concept quickly, ask them to identify one more example of good food or another simple exercise. Encourage them to demonstrate a resting pose for a slightly longer period.
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