Note for teachers using this lesson plan

Before the lesson, gather a collection of real clothes suitable for hot weather (e.g., light t-shirts, shorts, dresses, sandals) and a few items for cold weather (e.g., sweaters, cardigans, thick socks) to serve as concrete examples. The central idea is for pupils to visually identify and physically touch clothes that feel light and cool for hot weather. Observe pupils pointing to, touching, and verbally naming hot weather clothes as a sign of successful learning.

Class: Pre-School Level 1
Term: Second Term
Week: 9
Age: 2 years
Duration: 30 minutes
Subject: Social Habits
Curriculum Theme: Social Habits
Previous Lesson: Not separately stated in the scheme.
Topic: Clothes for Different Weather
Subject Matter: Identifying clothes suitable for hot weather.

Specific Objectives

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

Cognitive Domain

Identify clothes suitable for hot weather when shown real items or pictures.
Name at least two items of clothing suitable for hot weather.

Affective Domain

Show interest in choosing appropriate clothes for hot weather.
Listen attentively to the teacher’s instructions and explanations.

Psychomotor Domain

Point to clothes suitable for hot weather.
Touch and feel the difference between light and heavy clothes.

Participate in guided class activities about hot weather clothes.
Take turns identifying clothes during group activities.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 1
Early Childhood Care and Education resources
Suitable early-years picture books on clothes and weather

Instructional Materials

Real clothes: light t-shirt, shorts, light dress, sandals, cap (for hot weather)
Real clothes: sweater, cardigan, thick trousers (for cold weather, for contrast)
Pictures/charts showing children dressed in hot weather clothes
Picture cards of various clothing items

Rationale for the Lesson

This lesson is important for 2-year-olds as it helps them understand how to dress appropriately for the weather, especially in Nigeria’s often hot climate. Learning to identify suitable clothes for hot weather promotes their personal care and comfort, connecting directly to their daily experiences at home and school.

Prerequisite/Previous Knowledge

Pupils can already identify basic body parts and some common clothing items like “shirt” and “trousers.” They have also experienced different types of weather, such as sunny days.

Lesson Content/Board Summary

Identifying Clothes Suitable for Hot Weather

Hot weather means the sun is shining brightly, and the air feels warm or hot. When it is hot, we need to wear clothes that are light and thin to keep us cool and comfortable. Clothes for Hot Weather:

Light T-shirts: Made of thin fabric, often with short sleeves. They help air move around our body.
Shorts: Cover only part of our legs. They are cool and comfortable for playing.
Light Dresses/Skirts: Often made of thin cotton, allowing air to circulate.
Sandals/Slippers: Open shoes that keep our feet cool.
Caps/Hats: To protect our heads from the sun.

Clothes NOT for Hot Weather (for contrast):

Sweaters: Made of thick, warm material.
Cardigans: Thick jackets.
Thick Trousers: Heavy and long.

These are for cold weather, to keep us warm. In hot weather, they make us feel too hot!

Key Words

Hot: When the sun is very bright and the air is warm.
Light: Clothes that are thin and not heavy.
Cool: Feeling comfortable and not too hot.

Hot Weather Clothes Rhyme

Tune: Twinkle, Twinkle Little Star

Sun is shining, bright and high,
Warmest weather in the sky.
Wear my shorts and shirt so light,
Keep me cool, day and night.
Sandals on my happy feet,
Hot weather clothes are neat!

Actions:

“Sun is shining, bright and high”: Point up to the sky.
“Warmest weather in the sky”: Fan self with hands.
“Wear my shorts and shirt so light”: Point to own shorts/t-shirt area.
“Keep me cool, day and night”: Hug self, then sway gently.
“Sandals on my happy feet”: Wiggle toes or tap feet.
“Hot weather clothes are neat!”: Give a thumbs-up.

Watch and Learn About Hot Weather Clothes

https://www.youtube.com/watch?v=F070q_p9L4A

💡 Teacher Guide for Using This Board Summary

How to teach the content: Begin by asking pupils about the weather outside. Explain “hot weather” using simple words and gestures (e.g., fanning yourself). Show real examples of hot weather clothes, letting pupils touch them and describe how they feel (light, soft, thin). Contrast these with a few cold weather items (sweater, cardigan) to show the difference in thickness and weight.

What to show or demonstrate: Hold up each item of clothing and name it clearly. Ask pupils to repeat the name. Demonstrate putting on a cap or sandals. Use the charts and pictures to reinforce visual recognition. Emphasize the feeling of the fabric (light vs. heavy).

How to use the rhyme/song: Introduce the “Hot Weather Clothes Rhyme” after discussing the clothing items. Sing it slowly and clearly, demonstrating the actions. Repeat the rhyme several times, encouraging pupils to join in with the words and actions. Use it as a transition or energy break.

How to use the video: Introduce the video as a fun way to see more hot weather clothes. Play the video “What to Wear When It’s Hot” by Cocomelon. After watching, ask pupils to point to clothes they saw in the video that are good for hot weather. Encourage them to name one or two items from the video.

What to watch for: Observe if pupils are able to differentiate between light and heavy clothes by touch. Watch for their ability to point to hot weather clothes when asked and to repeat the names of the items. Correct any misconceptions gently by re-demonstrating and repeating the correct information.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Motivation

Teacher’s Activity: The teacher greets pupils and asks, “How is the weather today? Is it hot or cold?” The teacher then asks, “What kind of clothes do we wear when it is hot?”

Pupils’ Activity: Pupils respond to the greeting and share their observations about the weather (e.g., “Hot!”). They may point to their own clothes.

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

Step 2: Identifying Hot Weather Clothes (Real Objects)

Time: 5 minutes

Teaching Skill: Demonstration/Naming

Teacher’s Activity: The teacher brings out real hot weather clothes (t-shirt, shorts, light dress, sandals, cap). The teacher holds up each item, names it, and explains, “This is a t-shirt. It is light and good for hot weather.” The teacher allows pupils to touch the fabric.

Pupils’ Activity: Pupils look at the clothes, touch them, and repeat the names of the items after the teacher (e.g., “T-shirt!”).

Learning Point: Pupils recognise and name clothes suitable for hot weather.

Step 3: Contrasting with Cold Weather Clothes

Time: 4 minutes

Teaching Skill: Comparison/Observation

Teacher’s Activity: The teacher briefly shows a sweater or cardigan and says, “This is a sweater. It is thick and warm. Is it good for hot weather?” The teacher guides pupils to say “No!” and explains why (it makes us too hot).

Pupils’ Activity: Pupils observe the thick clothes, touch them, and respond “No!” when asked if they are for hot weather.

Learning Point: Pupils understand the difference between hot and cold weather clothes.

Step 4: Rhyme Time and Movement

Time: 4 minutes

Teaching Skill: Rhyming/Movement

Teacher’s Activity: The teacher leads pupils in singing the “Hot Weather Clothes Rhyme” with actions. The teacher repeats the rhyme 2-3 times, encouraging full participation.

Pupils’ Activity: Pupils sing along with the teacher and perform the actions for the rhyme.

Learning Point: Pupils reinforce learning through song and movement, associating actions with hot weather clothes.

Step 5: Picture Identification and Discussion

Time: 5 minutes

Teaching Skill: Picture Talk/Reinforcement

Teacher’s Activity: The teacher shows charts or picture cards of children wearing hot weather clothes. The teacher asks, “What is this child wearing? Is it good for hot weather?” and encourages pupils to point to specific items.

Pupils’ Activity: Pupils point to the clothes in the pictures and say “Yes!” or “No!” as appropriate, naming items they recognise.

Learning Point: Pupils identify hot weather clothes from visual representations.

Step 6: Video Watch and Respond

Time: 3 minutes

Teaching Skill: Audio-visual Learning/Engagement

Teacher’s Activity: The teacher introduces the video about hot weather clothes. After playing the video, the teacher asks pupils to name one thing they saw that is good for hot weather.

Pupils’ Activity: Pupils watch the video attentively. They may point to clothes on the screen or try to name an item after the video.

Learning Point: Pupils gain further exposure to hot weather clothes through an engaging video.

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 the t-shirt that is good for hot weather.” (Teacher holds up a t-shirt and a sweater).
“Show me the shorts.”
“Say ‘cap’.”
“Touch the light dress.”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate by pointing, showing, or repeating words.

Learning Point: Pupils demonstrate understanding of the lesson by identifying and naming hot weather clothes.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summarising/Closure

Teacher’s Activity: The teacher praises the pupils for their participation and summarises by saying, “Today we learned about clothes that keep us cool when the sun is hot, hot, hot! Remember to wear your light clothes.” The teacher leads a final round of the rhyme.

Pupils’ Activity: Pupils clap for themselves, repeat “Hot, hot, hot!” and sing the rhyme one last time.

Learning Point: Pupils reinforce the main idea of the lesson and feel a sense of accomplishment.

Lesson Keywords

Hot – When the weather is very warm.
Clothes – What we wear on our body.
Light – Not heavy; thin fabric.
Cool – Feeling comfortable when it’s hot.
T-shirt – A light shirt with short sleeves.
Shorts – Trousers that only cover part of the legs.

Differentiation

Support: For pupils who need extra help, the teacher can provide hand-over-hand guidance to touch the clothes, use fewer items for identification, or repeat names more frequently. Use larger, clearer pictures.
Extension: For pupils who grasp the concept quickly, the teacher can ask them to identify another item of clothing they wear at home when it’s hot, or to point to a part of their own body that is covered by a hot weather garment.