Note for teachers using this lesson plan

Before the lesson, ensure you have charts or posters showing the human head and its features. The central idea is for pupils to identify their own head and its main parts, and understand their basic uses. Encourage active participation by having pupils touch their own heads and point to parts as you name them. Observe if pupils can correctly point to and name their head and at least two parts of it.

Class: Pre-School Level 2
Term: First Term
Week: 7
Age: 3 years
Duration: 30 minutes
Subject: Pre-Science
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Introduction to Body Parts
Topic: THE HEAD: IDENTIFICATION AND BODY AWARENESS
Subject Matter: PARTS OF THE BODY – the Head. Identification of the Head. Uses of Head.

Specific Objectives

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

Cognitive Domain

Identify their head when asked.
Name at least three parts of the head (e.g., eyes, nose, mouth).
Mention at least one use for a part of the head (e.g., eyes for seeing).

Affective Domain

Show interest in learning about their body.
Participate in singing a song about the head.

Psychomotor Domain

Point to their head and its parts when prompted.
Perform actions related to the head during a song or rhyme.

Follow simple instructions given by the teacher.
Take turns when responding or showing parts of the head.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 2
Early Childhood Care and Education resources
Relevant Pre-Science activity books for preschoolers

Instructional Materials

Charts showing the human head and its features
Posters with pictures of children pointing to their heads
A mirror (optional, for self-identification)
Real-life examples (teacher’s own head, pupils’ heads)

Rationale for the Lesson

This lesson is crucial for 3-year-olds as it helps them develop body awareness and understand their physical self. Identifying and naming parts of the head, along with their uses, fosters self-recognition, language development, and a basic understanding of how their body functions in daily activities.

Prerequisite/Previous Knowledge

Pupils can already identify some general body parts like hands and feet. They are familiar with looking at pictures and listening to simple instructions.

Lesson Content/Board Summary

THE HEAD: IDENTIFICATION AND BODY AWARENESS

The head is the top part of our body. It sits on our neck.

We can identify our head by touching it.

Parts of the Head

Eyes: We have two eyes.
Nose: We have one nose.
Mouth: We have one mouth.
Ears: We have two ears.
Hair: Hair grows on top of our head.
Forehead: The part above our eyes.

Uses of the Head and its Parts

Our head helps us to think.
Our eyes help us to see.
Our nose helps us to smell.
Our mouth helps us to eat and talk.
Our ears help us to hear.

Key Words

Head – The top part of our body.
Eyes – We use them to see.
Nose – We use it to smell.
Mouth – We use it to eat and talk.
Ears – We use them to hear.

My Head, My Head Rhyme

Tune: Twinkle, Twinkle Little Star

My head, my head, so round and neat,
It helps me think and helps me greet.
My eyes to see, my nose to smell,
My mouth to talk and eat so well.
My ears to hear, both big and small,
My head helps me do it all!

Actions:

“My head, my head…” – Touch head.
“…so round and neat,” – Make a circular motion around the head.
“…It helps me think…” – Tap forehead gently.
“…and helps me greet.” – Nod head.
“My eyes to see,” – Point to eyes.
“…my nose to smell,” – Point to nose.
“My mouth to talk and eat so well.” – Point to mouth.
“My ears to hear, both big and small,” – Point to ears.
“My head helps me do it all!” – Touch head and spread hands outwards.

Watch and Learn About My Head

https://www.youtube.com/watch?v=0h50z7G3a8c

💡 Teacher Guide for Using This Board Summary

How to teach the content: Begin by asking pupils to touch their heads. Use the charts/posters to clearly show the head and its parts. Point to each part on the chart, then on your own head, and encourage pupils to do the same. Explain the uses of each part in simple, relatable terms (e.g., “We use our eyes to watch cartoons”).

What to show or demonstrate: Show the charts of the head. Point to your own head, eyes, nose, mouth, and ears. Demonstrate the actions for the rhyme clearly.

How to use the rhyme/song: Introduce the “My Head, My Head Rhyme” after identifying the parts of the head. Sing it slowly with actions, repeating it several times until pupils can join in and perform the actions. This reinforces the names and locations of the head parts.

How to use the video: Introduce the video as a fun way to learn more about the head. Play the video “What’s On My Head?” and encourage pupils to sing along and point to their own body parts as they are mentioned. After watching, ask pupils to recall some parts of the head mentioned in the song.

What to watch for: Observe if pupils can correctly point to their head and its main features. Listen for their attempts to name the parts and mention their uses. Provide gentle correction and encouragement.

Teaching Methods/Instructional Techniques

Play-based Learning
Demonstration
Guided Practice
Songs and Rhymes
Picture Talk
Question and Answer
Imitation
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 singing a general body parts song like “Head, Shoulders, Knees, and Toes” to warm up and recall some body parts.

Pupils’ Activity: Pupils greet the teacher and sing along, performing the actions for the song.

Learning Point: Pupils are engaged and recall previous knowledge of body parts.

Step 2: Presentation – Identifying the Head

Time: 5 minutes

Teaching Skill: Identification/Observation

Teacher’s Activity: The teacher introduces the topic “The Head” using a chart or poster. The teacher points to the head on the chart and then to their own head, saying, “This is my head. Can you touch your head?”

Pupils’ Activity: Pupils observe the chart, listen to the teacher, and touch their own heads.

Learning Point: Pupils learn to identify their head visually and through touch.

Step 3: Guided Practice – Touching the Head

Time: 4 minutes

Teaching Skill: Reinforcement/Motor Skills

Teacher’s Activity: The teacher asks pupils to repeatedly touch their head, then pat their head, then shake their head gently. The teacher can say, “Touch your head, pat, pat, pat! Shake your head, shake, shake, shake!”

Pupils’ Activity: Pupils follow the teacher’s instructions, touching, patting, and shaking their heads.

Learning Point: Pupils reinforce the identification of their head through various actions.

Step 4: Presentation – Parts of the Head

Time: 5 minutes

Teaching Skill: Naming/Association

Teacher’s Activity: The teacher uses the chart again, pointing to and naming the main parts of the head (eyes, nose, mouth, ears, hair, forehead). The teacher then points to these parts on their own face and asks pupils to point to theirs. “These are my eyes. Show me your eyes!”

Pupils’ Activity: Pupils observe the chart, listen to the names, and point to their own eyes, nose, mouth, ears, hair, and forehead.

Learning Point: Pupils learn the names and locations of different parts of the head.

Step 5: Guided Practice – Rhyme and Video

Time: 6 minutes

Teaching Skill: Auditory Learning/Engagement

Teacher’s Activity: The teacher leads pupils in singing the “My Head, My Head Rhyme” with actions, repeating it a few times. Then, the teacher plays the video “What’s On My Head?” and encourages pupils to sing along and point to the parts of their head as the song plays.

Pupils’ Activity: Pupils sing the rhyme with actions, and then watch the video, singing along and pointing to their head parts.

Learning Point: Pupils reinforce learning through song, actions, and visual media, improving recall of head parts.

Step 6: Application – Uses of the Head

Time: 3 minutes

Teaching Skill: Understanding Function/Discussion

Teacher’s Activity: The teacher asks simple questions about the uses of the head’s parts. “What do we do with our eyes?” “What do we do with our mouth?” The teacher provides answers and encourages pupils to repeat them.

Pupils’ Activity: Pupils attempt to answer the questions and repeat the uses of the head’s parts after the teacher.

Learning Point: Pupils begin to understand the basic functions of their head and its features.

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.

“Show me your head.”
“Point to your nose.”
“What do you do with your ears?”
“Can you name another part of your head?”

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/Closure

Teacher’s Activity: The teacher praises the pupils for their participation and briefly recaps that they learned about their head and its important parts. The teacher leads a short farewell song.

Pupils’ Activity: Pupils listen to the recap and sing the farewell song.

Learning Point: Pupils consolidate their learning and end the lesson on a positive note.

Lesson Keywords

Head – The top part of our body that helps us think.
Eyes – Body parts on our head that help us see.
Nose – Body part on our head that helps us smell.
Mouth – Body part on our head that helps us eat and talk.
Ears – Body parts on our head that help us hear.

Differentiation

Support: For pupils who are struggling, provide more one-on-one guidance, use hand-over-hand to help them point to their head/parts, and repeat names and actions more frequently. Use larger, clearer pictures.
Extension: For pupils who grasp the concept quickly, encourage them to identify more parts of the head (e.g., eyebrows, chin) or describe more uses (e.g., “My mouth helps me smile”). Ask them to draw a simple picture of a face.