Note for teachers using this lesson plan
Before the lesson, prepare clear pictures or a chart showing the human body, specifically highlighting the stomach area. Have crayons and simple outline pictures of a stomach ready for colouring. The central idea for pupils is to identify their stomach, touch it, and understand that it holds the food they eat. Observe pupils as they point to their tummy and repeat its simple use to confirm their understanding.
Class: Pre-School Level 1
Term: Third Term
Week: 3
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 – STOMACH
Subject Matter: The Stomach: Identification and Use
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify their stomach when asked.
- Name the stomach as a part of their body.
- State one simple use of the stomach (to keep food).
Affective Domain
- Show interest in learning about their body parts.
- Listen attentively to the teacher’s instructions.
- Participate joyfully in songs and activities.
Psychomotor Domain
- Touch their own stomach and navel.
- Colour a picture of the stomach.
Social Domain
- Participate in group activities like singing and pointing.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education resources
Instructional Materials
- Charts or posters showing the human body with the stomach highlighted
- Pictures of children pointing to their stomach
- Outline pictures of the stomach for colouring
- Crayons
- MP4 player or device to play a video (if available)
Rationale for the Lesson
Learning about the stomach helps 2-year-olds develop early body awareness and understand basic functions of their body. It connects to their daily experience of eating and helps them recognise where food goes, building foundational pre-science skills about the human body.
Prerequisite/Previous Knowledge
Pupils can identify some other basic body parts like their head, hands, and feet.
Lesson Content/Board Summary
The Stomach: Identification and Use
The stomach is a part of our body, right here on our tummy!
How to identify the stomach:
- It is located in the middle part of our body, below the chest.
- We can touch our tummy to feel where our stomach is.
Use of the stomach:
- The stomach is where all the food we eat goes.
- It holds the food until our body is ready to use it.
The Navel:
- The navel (or belly button) is a small part on the outside of our stomach area.
- It’s a special mark on our tummy.
Key Words
- Stomach: The part inside our tummy where food goes.
- Tummy: Another word for the outside of our stomach area.
- Food: What we eat to grow big and strong.
- Navel: The little button on our tummy.
My Tummy Song
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
My tummy, my tummy, where is it? Here!
My tummy, my tummy, for food, oh yeah!
When I eat my yam, when I eat my rice,
My tummy holds it, so nice, so nice!
My tummy, my tummy, right here, right here,
My tummy holds my food, oh dear!
Actions: Pupils point to their tummy when singing “My tummy, my tummy, where is it? Here!” and pat their tummy gently for “My tummy holds it, so nice, so nice!”
Watch and Learn About Our Tummy
💡 Teacher Guide for Using This Board Summary
How to teach the content: Use the charts/pictures to point to the stomach. Ask pupils, “Where is your tummy?” and encourage them to touch it. Explain simply that “food goes in our tummy” after we eat. Repeat these simple phrases often.
What to show or demonstrate: Point to your own stomach. Guide pupils to place their hands on their own tummy. Show the navel on a chart and on yourself, then guide pupils to touch their own navel. Demonstrate how to colour within the lines on the stomach picture.
How to use the rhyme/song: Introduce the “My Tummy Song” by singing it slowly first. Demonstrate the actions (pointing to tummy, patting tummy). Encourage pupils to join in with actions and simple words. Repeat the song several times to help them remember.
How to use the video: Introduce the video as a fun way to learn more about their tummy. Play the video “Where Is My Tummy?” and encourage pupils to sing along and do the actions shown. After watching, ask pupils to point to their tummy again and say “tummy” or “food goes here.”
What to watch for: Observe if pupils can correctly point to their stomach and navel. Listen for them repeating the word “tummy” and the simple use “food goes here.” Provide individual support for pupils who are struggling to identify or touch the correct body part.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Imitation
- Manipulation of Objects (colouring)
- Repetition
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Greeting/Engaging
Teacher’s Activity: The teacher greets the pupils warmly and leads them in a familiar “Head, Shoulders, Knees, and Toes” song to activate prior knowledge of body parts.
Pupils’ Activity: Pupils respond to greetings and sing along with actions, touching the named body parts.</
Learning Point: Pupils are engaged and reminded of different body parts.
Step 2: Presentation – Identifying the Stomach
Time: 5 minutes
Teaching Skill: Demonstration/Identification
Teacher’s Activity: The teacher shows a chart or picture of a child’s body, pointing to the stomach area. The teacher then points to their own stomach and says, “This is my tummy, this is my stomach.” The teacher guides pupils to touch their own tummy.
Pupils’ Activity: Pupils look at the chart, point to the stomach on the chart, and then touch their own tummy, repeating “tummy” or “stomach” after the teacher.
Learning Point: Pupils identify and touch their stomach.
Step 3: Presentation – Use of the Stomach
Time: 4 minutes
Teaching Skill: Explanation/Concept Building
Teacher’s Activity: The teacher asks, “What happens when we eat our food?” and explains simply, “Our food goes into our tummy, into our stomach! Our stomach keeps the food.” The teacher uses a simple gesture of food going into the tummy.
Pupils’ Activity: Pupils listen, watch the teacher’s gesture, and may repeat “food goes in tummy.”
Learning Point: Pupils understand that the stomach holds food.
Step 4: Reinforcement – My Tummy Song
Time: 5 minutes
Teaching Skill: Song/Rhyme Integration
Teacher’s Activity: The teacher introduces and sings the “My Tummy Song” with actions, pointing to the tummy and patting it. The teacher encourages pupils to join in the singing and actions.
Pupils’ Activity: Pupils sing along with the teacher and perform the actions, pointing to and patting their tummy.
Learning Point: Pupils reinforce the identification and use of the stomach through song and movement.
Step 5: Application – Navel and Colouring
Time: 5 minutes
Teaching Skill: Guided Activity/Fine Motor
Teacher’s Activity: The teacher points to the navel on the chart and on their own tummy, saying, “This is our navel, our belly button, on our tummy!” The teacher guides pupils to touch their own navel. Then, the teacher distributes outline pictures of the stomach and crayons, guiding pupils to colour the stomach picture.
Pupils’ Activity: Pupils touch their navel and then colour the stomach picture, practising their fine motor skills.
Learning Point: Pupils identify their navel and develop fine motor skills through colouring.
Step 6: Guided Practice – Video Watching
Time: 3 minutes
Teaching Skill: Visual Learning/Reinforcement
Teacher’s Activity: The teacher plays the video “Where Is My Tummy?” and encourages pupils to watch, listen, and participate in any actions or songs from the video.
Pupils’ Activity: Pupils watch the video, listen to the song, and imitate any actions or sounds related to the tummy.
Learning Point: Pupils reinforce their understanding of the stomach through a visual and auditory medium.
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.
- “Where is your tummy/stomach?” (Teacher points to pupils’ tummy, asking them to confirm).
- “What goes into our tummy?” (Teacher prompts with “F-f-food”).
- “Can you touch your navel?”
- “Show me your coloured stomach picture.”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate by pointing, touching, and showing their work.
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 good work. The teacher reminds them that their stomach is important for holding their food. The teacher leads a final short “My Tummy Song” chorus.
Pupils’ Activity: Pupils respond to praise and sing the final chorus.
Learning Point: Pupils leave with a positive reinforcement of the lesson.
Lesson Keywords
- Stomach – The part of our body inside our tummy where food goes.
- Tummy – The outside part of our body where our stomach is.
- Food – What we eat to get energy and grow.
- Navel – The little button or mark on our tummy.
Differentiation
- Support: For pupils who struggle to identify or touch their stomach, the teacher will provide hand-over-hand guidance, use larger pictures, and repeat instructions slowly. Extra oral repetition of “tummy” and “food goes here” will be provided.
- Extension: For pupils who quickly grasp the concept, the teacher can ask them to name another body part they remember or identify the stomach on a different picture of a person. They can also be encouraged to help a peer identify their stomach.
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