Note for teachers using this lesson plan

Before the lesson, prepare a mirror, a soft cloth, and a chart showing a child’s body. The central idea is for pupils to identify their skin and understand its basic uses like covering the body and feeling. Ensure pupils safely touch their own skin and other safe objects. Successful learning will be observed when pupils can point to their skin and demonstrate feeling a soft object.

Class: Pre-School Level 1
Term: Second Term
Week: 9
Age: 2 years
Duration: 30 minutes
Subject: Pre-Science
Curriculum Theme: Pre-Science
Previous Lesson: Identification of other body parts like eyes, nose, and mouth.
Topic: Parts of the Body – The Skin
Subject Matter: The Skin: Identification and Uses

Specific Objectives

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

Cognitive Domain

Identify their skin when asked.
Name at least one use of the skin.

Affective Domain

Show interest in exploring their own skin.
Appreciate the importance of their skin.

Psychomotor Domain

Touch their own skin on different body parts.
Point to the skin on a chart or picture.

Participate in group activities like singing and touching.

Reference Materials

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

Instructional Materials

Charts showing a child’s body
Posters of children with different skin colours
A small mirror
A soft cloth

Rationale for the Lesson

Understanding the skin helps 2-year-olds develop early body awareness and learn about their senses. This lesson introduces them to a vital part of their body, teaching them how to identify it and its simple functions, connecting directly to their everyday experiences of touching and feeling.

Prerequisite/Previous Knowledge

Pupils know some other parts of their body like eyes, nose, and mouth and can point to them.

Lesson Content/Board Summary

The Skin: Identification and Uses

Our skin covers our whole body. It is the biggest part of our body that we can see and touch.

Identification of the Skin

We can see our skin.
We can touch our skin (on our hands, arms, face).
Skin comes in different colours (brown, fair).

Uses of the Skin

It covers our body: Our skin keeps everything inside our body safe.
It helps us feel: Our skin helps us feel if something is hot, cold, soft, or hard.

Key Words

Skin – The outside part that covers our body.
Touch – To feel something with our hands or fingers.
Feel – To know if something is soft, hard, hot, or cold.

My Skin Song

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

My skin, my skin, all over me,
It helps me feel, you see.
My skin, my skin, soft and warm,
Keeps my body safe from harm.
My skin, my skin, covers me,
What a wonderful skin for me!

Actions: Touch arms, touch face, hug self, point all around body.

Watch and Learn About Our Skin

https://www.youtube.com/watch?v=k_lH_7r46aM

💡 Teacher Guide for Using This Board Summary

How to teach the content: Introduce the skin by asking pupils to point to their arms and hands. Explain simply that this is their skin. Use short, clear sentences. Emphasize that skin covers the whole body and helps us feel.

What to show or demonstrate: Use a mirror to let pupils see their own skin. Point to the skin on the chart. Demonstrate touching your own skin. Let pupils touch a soft cloth and say “soft.” Show pictures of children with different skin colours, pointing out that all skin is wonderful.

How to use the rhyme/song: Sing “My Skin Song” several times, encouraging pupils to join in with the actions. Repeat the key phrases “My skin, my skin” and “It helps me feel.”

How to use the video: Introduce the video as a fun way to learn more about the skin. Play “The Skin Song for Kids” by The Kiboomers. Encourage pupils to watch and imitate any actions or words they hear. After the video, ask simple questions like “What did the song say about skin?” or “What does your skin do?”

What to watch for: Observe if pupils can correctly point to their skin and if they show interest in the activities. Listen for pupils repeating words like “skin” and “feel.”

Teaching Methods/Instructional Techniques

Play-based Learning
Demonstration
Guided Practice
Songs and Rhymes
Picture Talk
Question and Answer
Manipulation of Objects
Repetition

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and leads them in a short “Head, Shoulders, Knees, and Toes” song, focusing on touching body parts. The teacher then asks, “What covers all these parts?”

Pupils’ Activity: Pupils sing along and touch their body parts. They listen to the teacher’s question.

Learning Point: Pupils recall previous knowledge of body parts and are introduced to the topic of skin.

Step 2: Identifying the Skin

Time: 5 minutes

Teaching Skill: Observation/Identification

Teacher’s Activity: The teacher says, “Look at your hand! Touch your arm! This is your skin!” The teacher points to her own skin and on a chart. The teacher then lets pupils look in a mirror and point to their skin.

Pupils’ Activity: Pupils look at their hands, touch their arms, and point to their skin. They look in the mirror and point to their skin.

Learning Point: Pupils learn to identify their skin visually and by touch.

Step 3: Discussing Different Skin Colours

Time: 3 minutes

Teaching Skill: Visual Recognition/Diversity

Teacher’s Activity: The teacher shows posters of children with different skin colours (e.g., brown, fair). The teacher says, “See, some skin is brown, some skin is fair. All skin is beautiful!”

Pupils’ Activity: Pupils look at the posters and observe the different skin colours.

Learning Point: Pupils understand that skin comes in different colours.

Step 4: Uses of the Skin – Covering the Body

Time: 4 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains, “Our skin covers our whole body, like a blanket! It keeps us safe.” The teacher gently pats her own arms and body.

Pupils’ Activity: Pupils listen and imitate the teacher by gently patting their own arms.

Learning Point: Pupils understand that skin covers and protects their body.

Step 5: Uses of the Skin – Feeling

Time: 5 minutes

Teaching Skill: Sensory Exploration/Practical Activity

Teacher’s Activity: The teacher says, “Our skin helps us feel!” The teacher gives each pupil a soft cloth to touch. “Is it soft?” The teacher then touches a smooth table. “Smooth!”

Pupils’ Activity: Pupils touch the soft cloth and say “soft.” They touch the table and feel it.

Learning Point: Pupils learn that their skin helps them feel different textures.

Step 6: Rhyme and Video Reinforcement

Time: 6 minutes

Teaching Skill: Auditory Learning/Movement

Teacher’s Activity: The teacher leads pupils in singing “My Skin Song” with actions. Then, the teacher plays the video “The Skin Song for Kids” and encourages pupils to watch and move along.

Pupils’ Activity: Pupils sing the song with actions and watch the video, imitating movements or sounds.

Learning Point: Pupils reinforce their understanding of skin identification and uses through song and visual aids.

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.

“Where is your skin?” (Teacher points to a body part, pupils point to their skin).
“Touch your skin.”
“What does your skin help you do? Does it help you feel?”

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

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 reminds them that their skin is special and helps them every day. “Good job, everyone! Your skin is wonderful!”

Pupils’ Activity: Pupils listen and clap for themselves.

Learning Point: Pupils conclude the lesson with a positive feeling about their learning.

Lesson Keywords

Skin – The outside part that covers our body.
Touch – To feel something with our hands or fingers.
Feel – To know if something is soft, hard, hot, or cold.
Covers – To be all over something.

Differentiation

Support: For pupils who find it difficult, the teacher will use hand-over-hand guidance to help them touch their skin. Repeat key words like “skin” and “feel” more frequently. Use larger pictures and slower demonstrations.
Extension: For pupils who quickly grasp the concept, encourage them to identify their skin on different body parts (e.g., “Where is the skin on your leg?”). Ask them to describe how a familiar object feels (e.g., “How does your shirt feel?”).