Identification and Uses of Hands and Fingers for Pre-School Level 1

Class: Pre-School Level 1
Term: Third Term
Week: 2
Age: 2 years
Duration: 30 minutes
Subject: Pre-Science
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Introduction to Body Parts
Topic: PARTS OF THE BODY – HAND AND FINGERS
Subject Matter: Identification and Uses of Hands and Fingers

Specific Objectives

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

Cognitive Domain

• Identify their hands and fingers when asked.
• Name their hands and fingers.
• Mention at least one simple use of their hands or fingers (e.g., “eat”, “play”).

Affective Domain

• Show interest in learning about their body parts.
• Participate in the song and movement activities.

Psychomotor Domain

• Point to their hands and fingers on their own body.
• Perform simple actions like clapping or waving with their hands.
• Attempt to colour a picture of hands and fingers.

Social Domain

• Engage in simple group activities like singing and colouring.

Reference Materials

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

Instructional Materials

• Charts showing pictures of human hands and fingers.
• Charts showing animals with their hands/paws/claws (e.g., monkey, cat).
• MP4 Player (for video).
• Crayons.
• Colouring sheets with outlines of hands and fingers.
• Teacher’s and pupils’ own hands and fingers.

Rationale for the Lesson

This lesson helps 2-year-old pupils develop self-awareness by learning the names and functions of their hands and fingers. Understanding these body parts is fundamental for daily activities, fine motor skill development, and basic communication, connecting their physical self to their actions and the world around them.

Prerequisite/Previous Knowledge

Pupils are familiar with some other basic parts of their body like their head, eyes, and nose. They naturally use their hands and fingers for many activities every day.

Lesson Content/Board Summary

Identification and Uses of Hands and Fingers

Our body has many parts. Today we are learning about our hands and fingers.

What are Hands?

• We have two hands.
• Our hands are at the end of our arms.
• We use our hands to do many things.

What are Fingers?

• We have fingers on our hands.
• We have five fingers on each hand. (Count 1, 2, 3, 4, 5 on one hand).
• Our fingers help our hands do many things.

Uses of Hands and Fingers

We use our hands and fingers to:

• Hold things (like a crayon, a toy).
• Eat food.
• Clap for joy.
• Wave goodbye.
• Point to things.
• Play games.

Key Words

• Hand – part of our body at the end of our arm.
• Fingers – small parts on our hands.
• Clap – hit hands together to make a sound.
• Hold – keep something in our hand.

Movement Rhyme: My Hands Can Do Many Things

Tune: Twinkle, Twinkle Little Star

Lyrics:

My two hands, so strong and neat,
Help me clap and tap my feet.
My ten fingers, small and bright,
Help me hold my crayon tight.
Waving, pointing, up and down,
Best hands in the whole wide town!

Actions: Clap hands, tap feet, hold an imaginary crayon, wave hands, point finger up and down.

Watch and Move Along

https://www.youtube.com/watch?v=s5j6Q3_96d8

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/Recall

Teacher’s Activity: The teacher greets the pupils warmly and leads a familiar body parts song like “Head, Shoulders, Knees and Toes”. While singing, the teacher points to their hands and asks, “What are these?”

Pupils’ Activity: Pupils greet the teacher, sing along with actions, and try to point to their hands.

Learning Point: To engage pupils and introduce the topic of body parts, specifically focusing on hands.

Step 2: Identifying Hands

Time: 4 minutes

Teaching Skill: Identification/Naming

Teacher’s Activity: The teacher shows charts with pictures of hands. The teacher then points to their own hands and says, “These are my hands. Show me your hands!”

Pupils’ Activity: Pupils look at the pictures, point to their own hands, and try to say “hand”.

Learning Point: Pupils identify and name their hands.

Step 3: Identifying Fingers

Time: 4 minutes

Teaching Skill: Identification/Counting

Teacher’s Activity: The teacher points to their fingers on one hand and slowly counts them, “One, two, three, four, five fingers!” The teacher then asks pupils to point to their fingers and try to count along.

Pupils’ Activity: Pupils point to their fingers and attempt to count or repeat the numbers.

Learning Point: Pupils identify and name their fingers, starting to understand quantity (five on one hand).

Step 4: Uses of Hands and Fingers

Time: 5 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher demonstrates various uses of hands and fingers (e.g., clapping, waving, holding a crayon, pointing to a picture). The teacher asks, “What do we use our hands for?” and shows pictures of people doing these actions.

Pupils’ Activity: Pupils imitate the actions demonstrated by the teacher and try to mention simple uses like “eat” or “play”.

Learning Point: Pupils understand the functions of their hands and fingers for daily activities.

Step 5: Rhyme and Song Reinforcement

Time: 4 minutes

Teaching Skill: Song/Movement

Teacher’s Activity: The teacher leads the pupils in singing the “My Hands Can Do Many Things” rhyme with actions. The teacher also plays the “My Hands Can Clap” video and encourages pupils to watch and imitate the actions.

Pupils’ Activity: Pupils sing along with the rhyme and video, performing the actions with their hands and fingers.

Learning Point: To reinforce learning about hands and fingers and their uses through song and movement.

Step 6: Practical Activity – Colouring Hands and Fingers

Time: 6 minutes

Teaching Skill: Guided Practice/Fine Motor Development

Teacher’s Activity: The teacher distributes colouring sheets with outlines of hands and fingers and provides crayons. The teacher guides pupils to colour their pictures, reminding them what they are colouring.

Pupils’ Activity: Pupils hold their crayons and attempt to colour the pictures of hands and fingers.

Learning Point: Pupils develop fine motor skills and reinforce the identification of hands and fingers through a practical activity.

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.

1. “Show me your hands.”
2. “Show me your fingers.”
3. “Clap your hands.”
4. “Wave goodbye with your hand.”

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: Consolidation

Teacher’s Activity: The teacher praises the pupils for their participation and reminds them to always take good care of their hands and fingers. The teacher leads a final “bye-bye” wave.

Pupils’ Activity: Pupils respond to the teacher, tidy up their materials, and wave goodbye.

Learning Point: To consolidate learning and promote the importance of caring for their body parts.

Lesson Keywords

• Hand – part of our body at the end of our arm.
• Fingers – small parts on our hands.
• Clap – hit hands together to make a sound.
• Hold – keep something in our hand.

Differentiation

• Support: For pupils who struggle with identification, the teacher can use hand-over-hand guidance to help them point to their hands and fingers. Use larger pictures and repeat names slowly and clearly. Provide extra verbal prompts during activities.
• Extension: For pupils who quickly grasp the concepts, encourage them to count all ten fingers. Ask them to name additional things they can do with their hands and fingers (e.g., drawing, touching soft things).