Note for teachers using this lesson plan
Before this lesson, prepare clear charts or posters showing the mouth and teeth. Have a small mirror available for pupils to observe their own mouths safely, and ensure you have crayons and printed pictures of a mouth for the colouring activity. The central idea is for pupils to identify their mouth and teeth and state at least one simple use for each. Observe pupils pointing correctly to their mouth and teeth and mentioning a use like “I use my mouth to eat” or “I use my teeth to chew.”
Class: Pre-School Level 2
Term: First Term
Week: 9
Age: 3 years
Duration: 30 minutes
Subject: Pre-Science
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Identification of other simple body parts.
Topic: The Mouth and Teeth: Identification and Uses
Subject Matter: Parts of the Body – The Mouth and the Teeth. Identification of the Mouth. Identification of the Teeth. Uses of the Mouth and the Teeth.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify their mouth and teeth when asked.
- Mention at least one use of the mouth (e.g., eating, talking).
- Mention at least one use of the teeth (e.g., chewing food).
Affective Domain
- Show interest in learning about their body parts.
- Appreciate the importance of their mouth and teeth.
Psychomotor Domain
- Touch their mouth, lips, and teeth safely.
- Colour a picture of the mouth.
Social Domain
- Participate actively in group discussions and activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 2.
- Relevant Early Childhood Care and Education resources.
Instructional Materials
- Charts and posters showing the mouth and teeth.
- Small, child-safe mirrors (optional, for self-observation).
- Pictures of children eating, talking, and smiling.
- Printed outline pictures of a mouth for colouring.
- Crayons.
Rationale for the Lesson
Learning about the mouth and teeth is important for 3-year-olds as it helps them develop self-awareness and understand how their body works. This knowledge is crucial for promoting good hygiene habits and understanding basic functions like eating and communication, which are essential for their daily lives and overall development.
Prerequisite/Previous Knowledge
Pupils can identify some other basic body parts such as the eyes, nose, and ears.
Lesson Content/Board Summary
The Mouth and Teeth: Identification and Uses
Our body has many parts. Today we will learn about our mouth and teeth.
What is the Mouth?
The mouth is an opening on our face. It is where we put food and water.
- Uses of the Mouth:
- We use our mouth to eat food.
- We use our mouth to talk and sing.
- We use our mouth to smile and laugh.
- We use our mouth to drink water.
What are the Teeth?
Our teeth are hard, white things inside our mouth.
- Uses of the Teeth:
- We use our teeth to chew our food into small pieces.
- Our teeth help us to talk clearly.
Key Words
- Mouth – The opening on our face used for eating and talking.
- Teeth – The hard, white parts inside our mouth used for chewing.
- Eat – To put food into our mouth and swallow it.
- Talk – To make sounds with our mouth to speak words.
- Smile – To show happiness with our mouth.
- Chew – To break food into small pieces with our teeth.
My Mouth and Teeth Rhyme
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
My mouth, my mouth, it helps me eat,
Yummy food, oh what a treat!
My teeth, my teeth, they chew it well,
Stories with my mouth I tell.
My mouth, my mouth, I love to smile,
Happy face all the while.
Actions: Point to mouth, pretend to chew, point to teeth, pretend to talk, smile broadly.
Watch and Learn About Our Mouth and Teeth
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by asking pupils to touch their own faces and then specifically their mouths. Use the charts/posters to clearly show the mouth and teeth. Explain the uses of the mouth and teeth with simple, clear sentences, demonstrating each action (e.g., pretending to eat, talking, smiling, chewing). Encourage pupils to imitate these actions.
What to show or demonstrate: Point to the mouth and teeth on the charts. Point to your own mouth and teeth. Use pictures of children eating, talking, and smiling to illustrate the uses. If available, allow pupils to look at their own mouth and teeth in a small, child-safe mirror under close supervision.
How to use the rhyme/song: Introduce the “My Mouth and Teeth Rhyme” after discussing the uses. Sing it slowly first, demonstrating the actions. Encourage pupils to join in, repeating lines and performing the actions. Repeat the rhyme 2-3 times to help with memorization and reinforcement.
How to use the video: Introduce the video as a fun way to learn more about the mouth and teeth. Play the video “The Mouth Song | Baby Teeth Song | Dental Health for Kids | Healthy Habits” (from The Kiboomers) for the pupils. After watching, ask pupils what they saw in the video and what the mouth and teeth are used for, reinforcing the lesson points.
What to watch for: Observe if pupils can correctly point to their mouth and teeth. Listen for their attempts to say the uses of the mouth and teeth. Watch for their engagement during the rhyme and video.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Imitation
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engaging/Recalling
Teacher’s Activity: The teacher greets the pupils and leads them in a familiar “Head, Shoulders, Knees, and Toes” song to warm up and recall body parts. The teacher then asks, “What part of our face do we use to sing?” (The mouth).
Pupils’ Activity: Pupils greet the teacher, sing the song with actions, and respond to the question, pointing to their mouth.
Learning Point: Pupils are engaged and recall previous knowledge of body parts.
Step 2: Identification of the Mouth
Time: 5 minutes
Teaching Skill: Identification/Demonstration
Teacher’s Activity: The teacher shows a chart of a face and points to the mouth. The teacher then points to their own mouth and asks pupils to touch their own mouth and lips. “This is our mouth.”
Pupils’ Activity: Pupils observe the chart, point to their own mouth and lips, and repeat “mouth.”
Learning Point: Pupils identify and name the mouth.
Step 3: Uses of the Mouth
Time: 5 minutes
Teaching Skill: Explanation/Discussion
Teacher’s Activity: The teacher asks, “What do we use our mouth for?” The teacher guides pupils to mention eating, talking, and smiling, showing pictures for each use. The teacher demonstrates each action (pretending to eat, talk, smile).
Pupils’ Activity: Pupils respond with simple answers like “eat,” “talk,” “smile,” and imitate the actions.
Learning Point: Pupils understand and mention simple uses of the mouth.
Step 4: Identification of the Teeth
Time: 5 minutes
Teaching Skill: Observation/Identification
Teacher’s Activity: The teacher opens their mouth slightly to show their teeth and points to the teeth on the chart. The teacher asks pupils to open their mouths and gently touch their teeth (under supervision) or look in a mirror if available. “These are our teeth.”
Pupils’ Activity: Pupils observe the teacher and the chart, open their mouths, and gently touch their teeth or look in a mirror. They repeat “teeth.”
Learning Point: Pupils identify and name their teeth.
Step 5: Uses of the Teeth
Time: 4 minutes
Teaching Skill: Explanation/Practical Application
Teacher’s Activity: The teacher asks, “What do we use our teeth for?” The teacher explains that teeth help us chew food into small pieces. The teacher demonstrates chewing action.
Pupils’ Activity: Pupils respond with “chew food” and imitate the chewing action.
Learning Point: Pupils understand and mention the main use of teeth (chewing).
Step 6: Rhyme and Video Reinforcement
Time: 3 minutes
Teaching Skill: Reinforcement/Engagement
Teacher’s Activity: The teacher leads pupils in singing the “My Mouth and Teeth Rhyme” with actions. Then, the teacher plays the short educational video about the mouth and teeth.
Pupils’ Activity: Pupils sing the rhyme with actions and watch the video attentively.
Learning Point: Pupils reinforce their learning 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.
- “Point to your mouth.”
- “What do we use our mouth for?” (e.g., eating, talking)
- “Point to your teeth.”
- “What do we use our teeth for?” (e.g., chewing)
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: Summarising/Praising
Teacher’s Activity: The teacher praises the pupils for their participation and summarises that the mouth and teeth are important body parts with many uses. The teacher distributes pictures of a mouth for pupils to colour.
Pupils’ Activity: Pupils listen, receive their colouring pictures, and prepare for the next activity.
Learning Point: Pupils consolidate their learning and are given a follow-up activity.
Lesson Keywords
- Mouth – The part of our face we use to eat, talk, and smile.
- Teeth – The hard, white parts inside our mouth that help us chew food.
- Eat – To put food into our mouth.
- Talk – To speak words with our mouth.
- Chew – To break food with our teeth.
Differentiation
- Support: For pupils who are struggling, the teacher will use larger pictures and repeat actions slowly. The teacher can use hand-over-hand guidance to help them touch their mouth and teeth. Encourage them to just point to the mouth and teeth without necessarily naming them first.
- Extension: For pupils who grasp the concept quickly, the teacher can ask them to name another use for the mouth (e.g., drinking, singing) or identify the mouth and teeth on a friend (with permission and supervision).
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