Note for teachers using this lesson plan

Before the lesson, gather real examples of cold weather clothes like a sweater, cardigan, cap, and socks, along with pictures of children wearing them. The central idea is for pupils to recognise and name clothes that keep them warm when it’s cold. Observe if pupils can point to or choose the correct clothes when asked, showing their understanding.

Class: Pre-School Level 1
Term: Second Term
Week: 8
Age: 2 years
Duration: 30 minutes
Subject: Social Habits
Curriculum Theme: Social Habits
Previous Lesson: Pupils have some general knowledge of different clothes they wear.
Topic: CLOTHES FOR DIFFERENT WEATHER
Subject Matter: Identifying clothes suitable for cold weather.

Specific Objectives

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

Cognitive Domain

Identify clothes suitable for cold weather when shown pictures or real items.
Name at least two clothes worn in cold weather.

Affective Domain

Show interest in learning about different types of clothes.
Listen attentively to the teacher’s instructions and explanations.

Psychomotor Domain

Point to clothes suitable for cold weather.
Demonstrate wearing a cold weather item (e.g., pulling on a sweater).

Participate in group activities by repeating names of clothes.

Reference Materials

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

Instructional Materials

Charts showing children in different weather clothes (hot and cold)
Posters of various clothing items
Real examples of cold weather clothes: sweater, cardigan, cap, scarf, socks, jacket
Real examples of hot weather clothes for contrast: sleeveless top, shorts
Picture cards of cold weather clothes

Rationale for the Lesson

This lesson is important for 2-year-olds as it helps them understand how to dress appropriately for different temperatures, especially cold weather. Knowing which clothes keep them warm promotes their comfort, health, and ability to make simple choices about their attire, connecting directly to their daily experiences.

Prerequisite/Previous Knowledge

Pupils can recognise and name some everyday clothes they wear, such as shirts, trousers, and dresses. They also have a basic understanding of when they feel hot or cold.

Lesson Content/Board Summary

Identifying Clothes Suitable for Cold Weather

When the weather is cold, like when it’s raining or very early in the morning, we feel chilly. We need to wear special clothes to keep our bodies warm and healthy.

Clothes for Cold Weather:

Sweater: A thick shirt with long sleeves that keeps our chest and arms warm.
Cardigan: A warm top that opens at the front, good for when it’s a little cold.
Jacket: A coat worn over other clothes to keep us very warm.
Long-sleeved shirt: A shirt with sleeves that cover our whole arms.
Trousers/Long pants: Clothes for our legs that cover them completely.
Socks: Worn on our feet to keep them warm.
Cap/Hat: Worn on our head to keep it warm.
Scarf: Worn around our neck to keep it warm.

These clothes help us stay warm and healthy when the weather is cold.

Key Words

Cold – when the air feels chilly and you shiver a little.
Sweater – a warm, thick top with long sleeves.
Cardigan – a warm top that opens at the front.
Warm – feeling comfortable and not cold.

Cold Weather Clothes Song

Tune: “Twinkle, Twinkle Little Star”

When it’s cold, what do we wear?
Sweater, sweater, everywhere!
Keeps us warm from head to toe,
Helps our happy bodies grow.
Cardigan and socks so neat,
Keeping warm our hands and feet!

Actions: Hug self for “warm”, point to head for “head to toe”, rub arms for “sweater”, wiggle fingers for “hands”, tap feet for “feet”.

Watch and Learn About Cold Weather Clothes

https://www.youtube.com/watch?v=gS678Wl54s8

💡 Teacher Guide for Using This Board Summary

How to teach the content: Begin by asking pupils how they feel when it’s cold. Use simple language to explain cold weather. Show real clothes and pictures one by one, naming each item clearly and slowly. Emphasise the purpose of each item (e.g., “This sweater keeps your tummy and arms warm”). Contrast briefly with a hot weather item (like a sleeveless top) to help pupils differentiate, asking “Do we wear this when it’s cold?”

What to show or demonstrate: Hold up a real sweater, cardigan, cap, and socks. Point to them on charts and posters. Demonstrate putting on a sweater or cap. Encourage pupils to touch the clothes and feel how thick they are.

How to use the rhyme/song: Introduce the “Cold Weather Clothes Song” after presenting the main items. Sing it slowly several times, encouraging pupils to join in with the actions. Repeat the song throughout the lesson to reinforce learning.

How to use the video: Introduce the video as a fun way to see more cold weather clothes. After watching, ask pupils to name some clothes they saw in the video or point to similar items you have in the classroom. Encourage them to repeat the names of the clothes.

What to watch for: Observe if pupils can correctly point to the cold weather clothes when named, and if they can repeat the names of at least two items. Look for engagement and participation in the song and activities.

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: Greeting/Engagement

Teacher’s Activity: The teacher greets pupils and leads a short “Good Morning” song. The teacher then asks, “How do you feel today? Is it cold or hot?”

Pupils’ Activity: Pupils respond to greetings, sing along, and express how they feel (e.g., “Cold!”).

Learning Point: Pupils are engaged and introduced to the concept of weather.

Step 2: Presentation (Cold Weather Concept)

Time: 5 minutes

Teaching Skill: Explanation/Visual Aid

Teacher’s Activity: The teacher explains simply what cold weather feels like (e.g., “When it’s cold, we shiver a little, like this!”). The teacher shows a chart with children dressed for cold weather and says, “Look, these children are wearing clothes to keep warm.”

Pupils’ Activity: Pupils listen, observe the chart, and imitate shivering if encouraged.

Learning Point: Pupils understand the concept of cold weather and the need for warm clothes.

Step 3: Identification and Naming of Cold Weather Clothes

Time: 6 minutes

Teaching Skill: Demonstration/Naming

Teacher’s Activity: The teacher holds up real examples of cold weather clothes (sweater, cardigan, cap, socks) one by one. For each item, the teacher names it clearly and slowly, asking pupils to repeat. “This is a sweater. Say ‘sweater’!”

Pupils’ Activity: Pupils look at the clothes, listen to the names, and repeat the names after the teacher.

Learning Point: Pupils begin to recognise and name specific cold weather clothes.

Step 4: Guided Practice

Time: 5 minutes

Teaching Skill: Guided Response/Reinforcement

Teacher’s Activity: The teacher places a mix of cold weather clothes and one hot weather item (e.g., sleeveless top) on a table. The teacher asks, “Point to the sweater!” or “Show me the cap!” The teacher guides pupils to touch and feel the warm clothes. “Feel how soft this sweater is!”

Pupils’ Activity: Pupils point to, touch, and choose the correct cold weather clothes when asked. They may also feel the texture of the clothes.

Learning Point: Pupils actively identify and differentiate cold weather clothes.

Step 5: Rhyme Integration

Time: 3 minutes

Teaching Skill: Song/Movement

Teacher’s Activity: The teacher leads pupils in singing the “Cold Weather Clothes Song” with actions. The teacher sings slowly and encourages pupils to join in with the words and actions.

Pupils’ Activity: Pupils sing along and perform the actions for the song.

Learning Point: Pupils reinforce learning through a fun, repetitive song and movement.

Step 6: Video Reinforcement

Time: 4 minutes

Teaching Skill: Media Integration/Discussion

Teacher’s Activity: The teacher introduces the video, “Let’s watch a video about more clothes we wear when it’s cold!” After the video, the teacher asks, “What warm clothes did you see?” and encourages pupils to point to matching items in the classroom.

Pupils’ Activity: Pupils watch the video, point to clothes they recognise, and try to name them.

Learning Point: Pupils expand their recognition of cold weather clothes through 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 a sweater.” (Teacher holds up a sweater and a sleeveless top).
“Which one keeps you warm?” (Teacher shows a cap and a pair of sandals).
“What do we wear on our feet when it’s cold?” (Expect “socks”).
“Say ‘cardigan’.”

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: Summarising/Praise

Teacher’s Activity: The teacher praises pupils for their participation and effort. The teacher reminds them, “When it’s cold, we wear warm clothes like sweaters and caps to stay healthy!” The teacher leads a short closing song.

Pupils’ Activity: Pupils listen, respond to praise, and sing the closing song.

Learning Point: Pupils conclude the lesson with a reinforced understanding and positive feeling.

Lesson Keywords

Cold – When the temperature is low and you feel chilly.
Warm – Feeling comfortable and not cold.
Sweater – A thick, knitted garment worn on the upper body to keep warm.
Cardigan – A knitted jacket, typically with long sleeves, that buttons down the front.
Cap – A type of hat that covers the head to keep it warm.
Socks – Garments worn on the feet to keep them warm.

Differentiation

Support: For pupils who are struggling, provide larger, more distinct pictures and real objects. Repeat names slowly and clearly, encouraging them to point rather than name initially. Use hand-over-hand guidance to help them touch the correct items. Focus on identifying just one or two key items.
Extension: For pupils who quickly grasp the concept, encourage them to name more cold weather clothes or describe why they are worn (e.g., “This cap keeps my head warm”). Ask them to pick out all the cold weather clothes from a mixed pile of items.