Information about Yourself, Name, Age, Gender and Origin for Pre-School Level 4

Class: Pre-School Level 4
Term: First Term
Week: 1
Age: 5 years
Duration: 30 minutes
Subject: Personal Development
Curriculum Theme: Personal Development
Previous Lesson: Not separately stated in the scheme.
Topic: INFORMATION ABOUT YOURSELF: NAME, AGE, GENDER AND ORIGIN
Subject Matter: INFORMATION ABOUT ONESELF – Information on self. Weekly focus: Information about Yourself: Name, Age, Gender and Origin.

Specific Objectives

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

Cognitive Domain

• Identify their own name, age, and gender.
• State their state or town of origin when asked.

Affective Domain

• Show confidence when talking about themselves.
• Listen respectfully when others share their information.

Psychomotor Domain

• Point to themselves when asked “Who are you?”
• Use fingers to show their age.

Social Domain

• Respond politely to questions about themselves.
• Participate in group discussions about personal information.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Early Childhood Care and Education resources

Instructional Materials

• Video clips
• Posters showing children of different ages and genders
• Picture cards of boys and girls
• Name tags (optional)

Rationale for the Lesson

This lesson is crucial for 5-year-olds as it helps them develop a strong sense of self-identity and personal awareness. Understanding and being able to communicate basic personal information like name, age, gender, and origin is fundamental for social interaction, safety, and building confidence in a school environment.

Prerequisite/Previous Knowledge

Pupils can recognise themselves in a mirror and have a basic understanding of who they are within their family.

Lesson Content/Board Summary

Information About Yourself: Name, Age, Gender and Origin

It is important to know about yourself. This information helps people know who you are.

My Name

Your name is what people call you. It is special to you.

• “My name is (pupil’s name).”

My Age

Your age tells us how many years you have lived.

• “I am (number) years old.”

My Gender

Your gender tells us if you are a boy or a girl.

• “I am a boy.”
• “I am a girl.”

My Origin

Your origin tells us where your family comes from, like your home town or state in Nigeria.

• “I am from (state/town) State.”

Key Words

• Name – What people call you.
• Age – How old you are.
• Gender – If you are a boy or a girl.
• Origin – Where your family comes from (your home state/town).

What the Teacher Should Show or Draw

• Display posters of children (boys and girls).
• Show picture cards of children pointing to themselves.
• Write simple sentences like “My name is…” on a chart.

All About Me Rhyme

Tune: “Twinkle, Twinkle Little Star”

My name is (pupil’s name), yes it’s true,
I am (number) years old, me and you.
Am I a boy? Or a girl so sweet?
That’s my gender, from head to my feet!
My family’s from (state/town), that’s my place,
A happy smile upon my face!

Actions:

• Point to self when saying “My name is…”
• Hold up fingers to show age.
• Point to self and then make a “boy” or “girl” gesture.
• Point outwards to indicate “place.”
• Smile at the end.

How to use the rhyme: The teacher sings the rhyme, pausing for pupils to insert their own name, age, gender, and origin. Repeat several times, encouraging pupils to sing along and perform the actions.

Watch and Learn About Me

The teacher will show a short video about personal identity to reinforce the lesson concepts.

https://www.youtube.com/watch?v=M52J3-QfQ84

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Storytelling, Picture Talk, Question and Answer, Role-play, Repetition, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Greeting

Teacher’s Activity: The teacher greets the pupils warmly and sings a simple “Good Morning” song. The teacher then asks pupils to look at themselves and their friends.

Pupils’ Activity: Pupils respond to greetings and look at themselves and their friends.

Learning Point: Pupils are settled and ready to learn about themselves.

Step 2: Introducing “My Name”

Time: 5 minutes

Teaching Skill: Modelling/Questioning

Teacher’s Activity: The teacher introduces herself by saying, “Good morning, my name is Miss/Mrs. [Teacher’s Name].” The teacher then asks individual pupils, “What is your name?” and encourages them to respond clearly. The teacher praises correct responses.

Pupils’ Activity: Pupils listen to the teacher’s name and respond by stating their own names clearly.

Learning Point: Pupils learn to identify and state their names.

Step 3: Introducing “My Age”

Time: 5 minutes

Teaching Skill: Demonstration/Visual Aid

Teacher’s Activity: The teacher states her age (or a suitable age for demonstration) and shows it using her fingers. She then asks pupils, “How old are you?” and encourages them to say their age and show it with their fingers. The teacher helps those who are unsure.

Pupils’ Activity: Pupils listen, state their age, and show it using their fingers.

Learning Point: Pupils learn to identify and state their age.

Step 4: Introducing “My Gender”

Time: 4 minutes

Teaching Skill: Picture Talk/Classification

Teacher’s Activity: The teacher holds up picture cards of a boy and a girl. She asks, “Who is this? Is it a boy or a girl?” She then asks each pupil, “Are you a boy or a girl?” and guides them to respond correctly. She can also ask boys to stand up and then girls to stand up.

Pupils’ Activity: Pupils identify boys and girls in pictures and state their own gender.

Learning Point: Pupils learn to identify and state their gender.

Step 5: Introducing “My Origin”

Time: 5 minutes

Teaching Skill: Explanation/Discussion

Teacher’s Activity: The teacher explains “origin” simply as “where your family comes from” or “your home town/state.” She might say, “My family comes from Lagos State.” She then asks pupils, “Where is your family from? Which state or town?” and helps them to articulate their origin. She can use a simple map of Nigeria if available to point out familiar states.

Pupils’ Activity: Pupils listen and attempt to state their state or town of origin.

Learning Point: Pupils begin to understand and state their place of origin.

Step 6: Reinforcement and Practice

Time: 4 minutes

Teaching Skill: Repetition/Role-play

Teacher’s Activity: The teacher leads the pupils in singing the “All About Me” rhyme, encouraging them to insert their own details. She then organises a short “interview” game where pupils take turns asking a friend “What is your name?” and “How old are you?” (with teacher guidance).

Pupils’ Activity: Pupils sing the rhyme with their personal details and participate in the interview game, asking and answering questions.

Learning Point: Pupils reinforce their knowledge and practice stating their personal information.

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.

1. “What is your name?”
2. “How old are you? Show me with your fingers.”
3. “Are you a boy or a girl?”
4. “Where is your family from?”

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: Summarising/Praise

Teacher’s Activity: The teacher praises the pupils for learning about themselves and reminds them that knowing this information is important. She encourages them to keep practising.

Pupils’ Activity: Pupils listen and acknowledge the importance of the lesson.

Learning Point: Pupils understand the value of knowing their personal information.

Lesson Keywords

• Name – What people call you.
• Age – How many years you have lived.
• Gender – Being a boy or a girl.
• Origin – The place (state or town) your family comes from.

Differentiation

• Support: For pupils struggling to remember, the teacher can provide more one-on-one repetition, use visual cues (e.g., pointing to a name tag, holding up age fingers), or allow them to respond with a simple nod or point. Peer support can also be encouraged.
• Extension: For pupils who quickly grasp the concepts, the teacher can encourage them to say their full name (first and last), or ask them to say a short sentence about their origin (e.g., “My family is from Ibadan in Oyo State”). They can also be encouraged to ask more questions to their peers during the role-play.

Note for teachers using this lesson plan

Prepare the video clip and posters in advance. Ensure you have clear picture cards for boys and girls. When asking about origin, keep it simple – the goal is for children to know *a* place their family comes from, not necessarily complex geography. Be patient and encouraging, especially with shy children. Use a warm, friendly tone. For pupils who are hesitant to share, do not force them; instead, model the responses yourself and praise others who share. The main idea children must understand is that they have unique information about themselves that they can share. Observable actions like stating their name, showing their age with fingers, and correctly identifying as a boy or girl will show understanding.