Identifying Head, Shoulders, Knees and Toes and Their Uses for Pre-School Level 3

Class: Pre-School Level 3
Term: Second Term
Week: 3
Age: 4 years
Duration: 30 minutes
Subject: Physical and Health Education
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Identifying other simple body parts.
Topic: HEAD, SHOULDER, KNEES AND TOES
Subject Matter: Identifying head, shoulders, knees and toes and their uses.

Specific Objectives

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

Cognitive Domain

• Identify their head, shoulders, knees, and toes.
• Name their head, shoulders, knees, and toes.
• State one simple use for their head, shoulders, knees, and toes.

Affective Domain

• Participate actively in singing and movement activities.
• Show enjoyment while learning about their body parts.

Psychomotor Domain

• Touch their head, shoulders, knees, and toes correctly when asked.
• Perform actions related to the “Head, Shoulders, Knees and Toes” song.

Social Domain

• Take turns and participate with peers during group activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 3.
• Relevant Early Childhood Care and Education resources.

Instructional Materials

• Chart or picture of a child showing head, shoulders, knees, and toes.
• Audio/video player (for the song).
• Playground or open classroom space for movement.

Rationale for the Lesson

Learning about body parts at this age helps children develop body awareness, understand how their bodies work, and communicate their needs effectively. Identifying and knowing the uses of their head, shoulders, knees, and toes promotes physical development, coordination, and a sense of self, which are essential for their overall well-being and safety.

Prerequisite/Previous Knowledge

Pupils can identify and name some other simple body parts like eyes, nose, mouth, and hands.

Lesson Content/Board Summary

HEAD, SHOULDER, KNEES AND TOES

Our body has many important parts. Today we will learn about our head, shoulders, knees, and toes.

• Head: This is the top part of our body.
  • Uses: We use our head to think, see (with eyes), hear (with ears), and smell (with nose).
• Shoulders: These are the parts that connect our arms to our body.
  • Uses: We use our shoulders to carry things and move our arms up and down, and all around.
• Knees: These are the joints in the middle of our legs.
  • Uses: We use our knees to bend our legs, walk, run, jump, and sit.
• Toes: These are the small parts at the end of our feet.
  • Uses: We use our toes for balance, to wiggle, and to help us walk and run.

Movement Rhyme: Head, Shoulders, Knees and Toes

Tune: Traditional Nursery Rhyme

Lyrics:

Head, shoulders, knees and toes,
Knees and toes.
Head, shoulders, knees and toes,
Knees and toes.
And eyes and ears and mouth and nose.
Head, shoulders, knees and toes,
Knees and toes.

Actions:

• Head: Touch your head.
• Shoulders: Touch your shoulders.
• Knees: Touch your knees.
• Toes: Touch your toes.
• Eyes, ears, mouth, nose: Point to each part as you sing.

Watch and Move Along

Key Words

• Head – The top part of our body.
• Shoulders – Connect our arms to our body.
• Knees – The joints in our legs that help us bend.
• Toes – Small parts at the end of our feet.
• Uses – What we do with our body parts.

Teaching Methods/Instructional Techniques

• Play-based Learning
• Demonstration
• Guided Practice
• Songs and Rhymes
• Imitation
• Question and Answer
• Practical Activity

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Warm-up

Teacher’s Activity: The teacher greets the pupils and leads them in a simple warm-up activity like stretching their arms up high and touching their toes. The teacher asks, “What parts of our body did we use to stretch and touch our toes?”

Pupils’ Activity: Pupils greet the teacher, stretch, and attempt to touch their toes. They may point to their arms and legs.

Learning Point: Pupils get ready for the lesson and begin thinking about their body parts.

Step 2: Identifying the Head and its Uses

Time: 5 minutes

Teaching Skill: Demonstration/Naming

Teacher’s Activity: The teacher points to their own head and says, “This is my head. Everyone touch your head!” The teacher then explains, “We use our head to think, see, and hear.” The teacher asks, “What do we use our head for?”

Pupils’ Activity: Pupils touch their heads. They repeat “head” and try to say one use for the head (e.g., “think,” “see”).

Learning Point: Pupils identify their head and understand its basic uses.

Step 3: Identifying Shoulders and their Uses

Time: 4 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher points to their shoulders and says, “These are my shoulders. Touch your shoulders!” The teacher demonstrates shrugging shoulders and explains, “We use our shoulders to move our arms and carry things.” The teacher asks, “What do we use our shoulders for?”

Pupils’ Activity: Pupils touch their shoulders, shrug them, and repeat “shoulders.” They try to mention a use (e.g., “move arms,” “carry”).

Learning Point: Pupils identify their shoulders and understand their basic uses.

Step 4: Identifying Knees and Toes and their Uses

Time: 5 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher points to their knees and says, “These are my knees. Touch your knees and bend them!” The teacher explains, “We use our knees to bend our legs for walking and running.” Then, the teacher points to their toes and says, “These are my toes. Wiggle your toes!” The teacher explains, “We use our toes for balance.” The teacher asks, “What do our knees and toes help us do?”

Pupils’ Activity: Pupils touch and bend their knees. They touch and wiggle their toes. They try to state uses for knees (bend, walk) and toes (balance).

Learning Point: Pupils identify their knees and toes and understand their basic uses.

Step 5: Reinforcement through Song

Time: 4 minutes

Teaching Skill: Singing/Movement

Teacher’s Activity: The teacher introduces the “Head, Shoulders, Knees and Toes” song. The teacher sings the song slowly with actions, encouraging pupils to join in and follow the movements.

Pupils’ Activity: Pupils sing along with the teacher and perform the actions, touching their head, shoulders, knees, and toes as they sing.

Learning Point: Pupils reinforce their knowledge of body parts through a fun, interactive song.

Step 6: Application and Practice (Video/Game)

Time: 4 minutes

Teaching Skill: Visual Learning/Game-based Learning

Teacher’s Activity: The teacher plays the “Head, Shoulders, Knees and Toes” video and encourages pupils to watch and move along. Alternatively, the teacher plays a “Simon Says” game: “Simon says touch your head,” “Simon says touch your knees.”

Pupils’ Activity: Pupils watch the video and imitate the actions, or play “Simon Says” by touching the correct body parts.

Learning Point: Pupils apply their learning in a fun, engaging way and improve their body part identification.

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.

1. “Touch your head.”
2. “What do we use our knees for?”
3. “Touch your shoulders.”
4. “What do we use our toes for?”

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

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Recap/Praise

Teacher’s Activity: The teacher praises the pupils for their active participation and good learning. The teacher reminds them to always take care of their bodies.

Pupils’ Activity: Pupils respond to the teacher’s praise and say “Thank you, teacher.”

Learning Point: Pupils feel good about their learning and remember to care for their bodies.

Lesson Keywords

• Head – The top part of our body where our brain, eyes, ears, nose, and mouth are.
• Shoulders – The parts of our body where our arms join our torso.
• Knees – The joints in the middle of our legs that allow us to bend them.
• Toes – The five small digits at the end of each foot.
• Uses – The functions or purposes of something.

Differentiation

• Support: For pupils who are struggling, provide more one-on-one guidance, use hand-over-hand to help them touch the body parts, and repeat the song and actions at a slower pace. Use larger pictures for clearer identification.
• Extension: For pupils who quickly grasp the concept, encourage them to name other body parts connected to the head (e.g., eyes, ears, nose, mouth) or to demonstrate more complex movements using their knees and toes (e.g., hopping, tiptoeing).