Note for teachers using this lesson plan

Before the lesson, prepare pictures of legs and toes, and ensure you have crayons and paper ready for the colouring activity. The central idea is for pupils to identify their own legs and toes and understand their basic uses through touching, moving, and repeating. Observe pupils actively pointing to and moving their legs and toes to show successful learning.

Class: Pre-School Level 1
Term: Third Term
Week: 1
Age: 2 years
Duration: 30 minutes
Subject: Pre-Science
Curriculum Theme: Pre-Science
Previous Lesson: Not separately stated in the scheme.
Topic: PARTS OF THE BODY – LEGS AND TOES
Subject Matter: Legs and Toes: Identification and Uses

Specific Objectives

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

Cognitive Domain

Identify their legs and toes when asked.
Name their legs and toes.
Mention one use of their legs (e.g., walking).

Affective Domain

Show interest in learning about their body parts.
Participate in touching and wiggling their legs and toes.

Psychomotor Domain

Point to their legs and toes on their own body.
Demonstrate simple actions like walking, running, or wiggling toes.
Colour pictures of legs and toes.

Take turns when identifying body parts or 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 legs and toes
Pictures of different animals showing their legs/feet
MP4 Player (for video/song)
Crayons
Drawing paper with outlines of legs and toes
Real objects: a pair of shoes, socks
A mirror (optional, for pupils to see their own feet)

Rationale for the Lesson

This lesson helps 2-year-olds develop body awareness and understand the functions of their legs and toes. By identifying and using these body parts, children enhance their gross motor skills and learn important vocabulary related to their physical self, which is fundamental for their overall development and interaction with their environment.

Prerequisite/Previous Knowledge

Pupils can identify some other basic body parts like their head or hands. They can also follow simple instructions.

Lesson Content/Board Summary

Legs and Toes: Identification and Uses

Our body has many parts! Today we will learn about our legs and our toes.

What are Legs?

Our legs are the two long parts at the bottom of our body. We have two legs. We use our legs to:

Walk (move from one place to another)
Run (move fast)
Jump (leap up and down)
Kick (push something with our foot)

What are Toes?

Our toes are the little fingers on our feet, at the very end of our legs. We have ten toes, five on each foot. We use our toes to:

Help us balance when we stand.
Wiggle!

Movement Rhyme: My Legs and Toes

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

My two legs help me to walk,
My two legs help me to talk (about moving).
Up and down, I can jump so high,
My legs help me reach the sky.
Wiggle, wiggle, go my toes,
Helping me wherever I go!

Actions:

“My two legs help me to walk” – March in place.
“My two legs help me to talk” – Point to legs.
“Up and down, I can jump so high” – Jump gently.
“My legs help me reach the sky” – Stretch arms up.
“Wiggle, wiggle, go my toes” – Sit and wiggle toes.
“Helping me wherever I go!” – Point to feet.

Watch and Move Along

https://www.youtube.com/watch?v=h4y_s0jP9_M

Key Words

Legs – The two long parts of our body that help us move.
Toes – The small parts at the end of our feet.
Walk – To move using our legs.
Wiggle – To move toes gently from side to side.

💡 Teacher Guide for Using This Board Summary

How to teach the content: Begin by asking pupils to look at their own legs and feet. Point to your own legs and toes as you introduce them. Use simple, clear language. Demonstrate walking, running (in place), jumping, and wiggling toes. Emphasize that legs help us move and toes help us balance. Use the charts and pictures to show different legs and toes, including those of animals, asking pupils to identify them.

What to show or demonstrate: Show your own legs and toes. Use a pair of shoes and socks to talk about covering our feet. Demonstrate walking, running in place, gentle jumping, and wiggling toes. Point to legs and toes on the charts and pictures.

How to use the rhyme/song: Introduce the “My Legs and Toes” rhyme after identifying the body parts. Sing it slowly first, performing the actions. Repeat it several times, encouraging pupils to join in with the words and actions. Make it fun and energetic.

How to use the video: Introduce the video as a fun way to see and move our body parts. Play the “Head Shoulders Knees & Toes” song, encouraging pupils to sing along and perform the actions, especially focusing on “knees and toes” (which represent legs and toes in the song). After the video, ask pupils to point to their legs and toes again.

What to watch for: Observe if pupils can correctly point to their legs and toes on their own body and on pictures. Watch for their participation in the actions and attempts to say the words “legs” and “toes.”

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and starts a simple “Hello Song.” Then, the teacher asks pupils to point to their head and hands, reviewing known body parts.

Pupils’ Activity: Pupils respond to greetings, sing along, and point to their head and hands.

Learning Point: Pupils are engaged and recall some known body parts.

Step 2: Presentation – Identifying Legs

Time: 5 minutes

Teaching Skill: Identification/Demonstration

Teacher’s Activity: The teacher points to their own legs and says, “These are my legs!” The teacher then uses a chart to show pictures of legs, repeating the word “legs” clearly. The teacher asks, “Where are your legs?”

Pupils’ Activity: Pupils look at the teacher and the chart. They try to point to their own legs and repeat “legs.”

Learning Point: Pupils identify and name their legs.

Step 3: Guided Practice – Uses of Legs

Time: 4 minutes

Teaching Skill: Demonstration/Imitation

Teacher’s Activity: The teacher demonstrates actions like walking in place, taking a small step, and a gentle jump, saying, “My legs help me walk! My legs help me jump!” The teacher encourages pupils to imitate these actions.

Pupils’ Activity: Pupils watch the teacher and try to walk, take a step, and jump gently with their legs.

Learning Point: Pupils understand and demonstrate uses of their legs.

Step 4: Presentation – Identifying Toes

Time: 5 minutes

Teaching Skill: Identification/Observation

Teacher’s Activity: The teacher sits down and points to their toes (or a picture of toes), saying, “These are my toes!” The teacher shows a picture of toes on a chart and asks, “Where are your toes?”

Pupils’ Activity: Pupils look at the teacher and the chart. They try to point to their own toes and repeat “toes.”

Learning Point: Pupils identify and name their toes.

Step 5: Guided Practice – Uses of Toes

Time: 3 minutes

Teaching Skill: Demonstration/Sensory Exploration

Teacher’s Activity: The teacher encourages pupils to sit down and wiggle their toes, saying, “Wiggle, wiggle, wiggle your toes!” The teacher explains that toes help us balance.

Pupils’ Activity: Pupils try to wiggle their toes and feel them moving.

Learning Point: Pupils explore the movement and simple use of their toes.

Step 6: Reinforcement Activity – Song and Colouring

Time: 6 minutes

Teaching Skill: Creative Expression/Motor Skills

Teacher’s Activity: The teacher leads pupils in singing the “My Legs and Toes” rhyme with actions. Then, the teacher distributes drawing papers with outlines of legs and toes for pupils to colour using crayons.

Pupils’ Activity: Pupils sing and perform actions for the rhyme. Then, they colour the pictures of legs and toes.

Learning Point: Pupils reinforce learning through song and develop fine motor skills through colouring.

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 your legs.”
“What do we use our legs for?” (Encourage “walk” or “jump”)
“Point to your toes.”
“Wiggle your toes!”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summary/Praise

Teacher’s Activity: The teacher praises the pupils for their participation and effort. The teacher briefly recaps that “We learned about our legs and toes today! They help us move and play!”

Pupils’ Activity: Pupils listen and respond to praise.

Learning Point: Pupils feel a sense of accomplishment and consolidate learning.

Lesson Keywords

Legs – The two long parts of our body that help us move.
Toes – The small parts at the end of our feet.
Walk – To move using our legs.

Differentiation

Support: For pupils who struggle to identify, use hand-over-hand guidance to help them point to their legs and toes. Provide larger pictures and repeat the names slowly and clearly. Focus on identifying only one leg and one foot/toes initially.
Extension: For pupils who quickly grasp the concepts, ask them to identify legs/feet on different animals in pictures (e.g., “Where are the dog’s legs?”). Encourage them to name other actions they can do with their legs, like “run” or “kick.”