Identification and Naming of Body Parts for Pre-School Level 1

Class: Pre-School Level 1
Term: First Term
Week: 3
Age: 2 years
Duration: 30 minutes
Subject: Pre-Science
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Awareness of self.
Topic: PARTS OF THE BODY
Subject Matter: Identification and Naming of Body Parts; Touching the body parts on one’s body.

Specific Objectives

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

Cognitive Domain

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

Affective Domain

• Show interest in learning about their body parts.
• Participate actively in songs and activities related to body parts.

Psychomotor Domain

• Touch and point to different parts of their body as instructed.
• Perform simple actions corresponding to body parts in a song.

Social Domain

• Take turns pointing to body parts during group activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 1
• Early Childhood Care and Education resources
• Relevant early-years workbooks on “My Body”

Instructional Materials

• Charts and posters showing different body parts (e.g., a child pointing to their head, eyes, nose, etc.)
• MP4 Player (or tablet/phone)
• Flashcards with pictures of individual body parts
• A mirror (optional, for self-identification)

Rationale for the Lesson

Learning about body parts is fundamental for 2-year-olds as it helps them develop self-awareness and understand their physical self. This lesson connects directly to their daily experiences, enabling them to communicate about their body, understand basic health, and interact with their environment more effectively.

Prerequisite/Previous Knowledge

Pupils have a basic awareness of themselves and can follow simple instructions like “sit down” or “stand up.”

Lesson Content/Board Summary

Parts of the Body: Identification and Naming

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

• Head: The top part of our body where our hair, eyes, nose, mouth, and ears are.
• 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 hold, clap, and wave.
• Legs: We use our legs to walk, run, and jump.
• Tummy: The front part of our body below the chest.

Key Words

• Head – The top part of our body.
• Eyes – What we use to see.
• Nose – What we use to smell.
• Mouth – What we use to eat and talk.
• Ears – What we use to hear.
• Hands – What we use to hold things.
• Legs – What we use to walk.

My Body Parts Song

Tune: “Mary Had a Little Lamb”

My head, my head, my head,
This is my head, you see.
(Touch head)

My eyes, my eyes, my eyes,
These are my eyes, you see.
(Point to eyes)

My nose, my nose, my nose,
This is my nose, you see.
(Touch nose)

My mouth, my mouth, my mouth,
This is my mouth, you see.
(Touch mouth)

My ears, my ears, my ears,
These are my ears, you see.
(Touch ears)

My hands, my hands, my hands,
These are my hands, you see.
(Wiggle hands)

My legs, my legs, my legs,
These are my legs, you see.
(Tap legs)

Actions: Pupils touch or point to the body part as it is named in the song.

Watch and Practise

https://www.youtube.com/watch?v=QpS940w8g6E

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Repetition, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Motivation

Teacher’s Activity: The teacher greets the pupils warmly and asks, “How are you today?” The teacher then says, “Today we will learn about our wonderful bodies!” and claps hands, asking pupils to clap too.

Pupils’ Activity: Pupils respond to the greeting and clap their hands with the teacher.

Learning Point: Pupils are engaged and ready to learn.

Step 2: Presentation of Body Parts (Visuals)

Time: 5 minutes

Teaching Skill: Identification/Naming

Teacher’s Activity: The teacher displays a large chart showing a child’s body parts. The teacher points to the head and says, “This is a head. Say ‘head’.” The teacher repeats this for eyes, nose, mouth, ears, hands, and legs, using the chart.

Pupils’ Activity: Pupils look at the chart and repeat the names of the body parts after the teacher.

Learning Point: Pupils recognise and begin to name body parts from visuals.

Step 3: Guided Practice (Touching Own Body)

Time: 5 minutes

Teaching Skill: Demonstration/Imitation

Teacher’s Activity: The teacher says, “Now, let’s touch our own body parts!” The teacher touches their own head and says, “My head!” and encourages pupils to touch their heads and say “My head!” The teacher repeats this for eyes, nose, mouth, ears, hands, and legs.

Pupils’ Activity: Pupils touch the named body parts on themselves and repeat the names after the teacher.

Learning Point: Pupils connect the names of body parts to their own bodies through touch.

Step 4: Song and Movement Reinforcement

Time: 5 minutes

Teaching Skill: Rhythm/Coordination

Teacher’s Activity: The teacher leads the pupils in singing the “My Body Parts Song” from the Board Summary. The teacher demonstrates the actions for each body part (touching head, pointing to eyes, etc.) and encourages pupils to sing and perform the actions along.

Pupils’ Activity: Pupils sing the song and perform the actions, touching their body parts as named.

Learning Point: Pupils reinforce body part identification through a fun, interactive song.

Step 5: Video Observation and Practice

Time: 4 minutes

Teaching Skill: Visual Learning/Active Listening

Teacher’s Activity: The teacher plays the “My Body Parts Song” video on the MP4 player. The teacher encourages pupils to watch, listen, and try to do the actions they see in the video.

Pupils’ Activity: Pupils watch the video, listen to the song, and attempt to follow the actions for body parts.

Learning Point: Pupils enhance their recognition and naming of body parts through visual and auditory reinforcement.

Step 6: Individual Identification

Time: 3 minutes

Teaching Skill: Individual Assessment

Teacher’s Activity: The teacher calls on a few individual pupils and asks them to point to a specific body part (e.g., “Where is your nose, Kemi?”). The teacher provides praise and gentle assistance as needed.

Pupils’ Activity: Individual pupils point to the requested body part on themselves.

Learning Point: Pupils demonstrate individual understanding of body part identification.

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 your head.
2. Touch your eyes.
3. What do we use our hands for? (Encourage clapping/waving)
4. Sing a part of our body song.

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

Teacher’s Activity: The teacher praises the pupils for their active participation and says, “Well done, everyone! We have learned many parts of our body today. Remember to take care of your wonderful body!”

Pupils’ Activity: Pupils respond to the praise and listen to the concluding remarks.

Learning Point: Pupils feel a sense of accomplishment and are reminded to care for their bodies.

Lesson Keywords

• Body – All of us, from head to toe.
• Head – The top part of our body.
• Eyes – What we use to see.
• Nose – What we use to smell.
• Mouth – What we use to eat and talk.
• Ears – What we use to hear.
• Hands – What we use to hold and clap.
• Legs – What we use to walk and jump.

Differentiation

• Support: For pupils who are struggling, provide more one-on-one repetition, use hand-over-hand guidance to help them touch their body parts, and use larger, clearer pictures. Focus on just 2-3 key body parts initially.
• Extension: For pupils who quickly grasp the concepts, encourage them to name additional body parts (e.g., tummy, feet, fingers) or ask them to show what each part does (e.g., “Show me how your hands clap”).