Note for teachers using this lesson plan

Before this lesson, ensure you have a clear space for pupils to move safely, either indoors or on the playground. The central idea is for pupils to understand and physically demonstrate the “Jack in the Box” action (crouching down and popping up) in rhythm with a song. Observe pupils’ ability to follow instructions and coordinate their body movements to show successful learning.

Class: Pre-School Level 3
Term: Second Term
Week: 4
Age: 4 years
Duration: 30 minutes
Subject: Physical & Health Education
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Simple body movements like walking, running, and hopping.
Topic: JACK IN THE BOX
Subject Matter: JACK IN THE BOX.

Specific Objectives

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

Cognitive Domain

Identify the “down” and “up” movements associated with “Jack in the Box.”
Recall the lyrics of the “Jack in the Box” song.

Affective Domain

Show enthusiasm and enjoy participating in the “Jack in the Box” activity.
Listen attentively to the teacher’s instructions and the song.

Psychomotor Domain

Crouch down and pop up like a “Jack in the Box” with appropriate body movements.
Coordinate their movements with the rhythm of the “Jack in the Box” song.

Participate cooperatively in a group activity.
Take turns and share space safely during movement.

Reference Materials

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

Instructional Materials

Video of “Jack in the Box” song with actions.
Open playground or classroom space.
Speaker or music player (optional, if using a recorded song).

Rationale for the Lesson

This lesson is important for 4-year-olds as it develops gross motor skills, body coordination, and balance through a fun, engaging activity. It also encourages listening skills, memory recall through song, and provides an opportunity for energetic physical expression, which is crucial for their overall physical and mental well-being.

Prerequisite/Previous Knowledge

Pupils can perform simple body movements like bending, stretching, and jumping. They also enjoy listening to and singing short songs.

Lesson Content/Board Summary

JACK IN THE BOX

The “Jack in the Box” activity involves pretending to be a toy Jack (or any character) hidden inside a box.

How to play Jack in the Box:

Down: Crouch down low, like you are inside a small box. Keep very still.
Up: When the song says “pop up!”, jump or spring up quickly, like the toy popping out of its box.

This game helps us move our bodies, listen carefully, and have fun!

Movement Rhyme: Jack in the Box

Tune: Traditional “Pop Goes the Weasel” (or a simple, repetitive tune)

Lyrics:

Jack in the box, sitting so still,
Won’t you come out? Yes, I will!
Jack in the box, down low, down low,
Pop up, Jack! Hello, hello!

Actions:

“Jack in the box, sitting so still” – Crouch down, make yourself small and still.
“Won’t you come out? Yes, I will!” – Slowly start to wiggle.
“Jack in the box, down low, down low” – Crouch down again, even lower.
“Pop up, Jack! Hello, hello!” – Spring up quickly, arms out, and wave.

Watch and Move Along

https://www.youtube.com/watch?v=k_x731kS3j4

Key Words

Jack – A toy figure that pops out of a box.
Box – A container where Jack hides.
Down – To crouch or go low.
Up – To stand or spring high.
Pop – To move quickly and suddenly.

💡 Teacher Guide for Using This Board Summary

How to teach the content: Explain “Jack in the Box” by demonstrating the actions yourself. Use simple, clear language. Emphasize “down” and “pop up” movements. Ask pupils to imagine they are small toys in a box.

What to show or demonstrate: Clearly demonstrate crouching down low, staying still, and then springing up quickly. Repeat this several times, exaggerating the movements. Ensure pupils have enough space around them to move safely.

How to use the rhyme/song: Introduce the “Jack in the Box” song by singing it slowly while performing the actions. Sing it a few times, encouraging pupils to join in with the actions first, then with the words. Increase tempo as they become familiar.

How to use the video: Introduce the video as another way to see and do the “Jack in the Box” song. Play the video, encouraging pupils to watch the movements and follow along. After watching, discuss what they saw and practised, reinforcing the “down” and “pop up” actions.

What to watch for: Observe if pupils are able to crouch low and spring up. Watch for their coordination with the song’s rhythm. Ensure they are moving safely without bumping into others.

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: Greet pupils warmly. Ask them to stand up and do some simple stretches (reach up high, touch toes, wiggle body) to warm up their muscles. Introduce the idea of a fun, surprising game.

Pupils’ Activity: Pupils greet the teacher, stand up, and participate in the warm-up stretches and wiggles.

Learning Point: Pupils prepare their bodies for movement and get excited for the lesson.

Step 2: Introduce “Jack in the Box” Concept

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: Ask pupils if they know what a “Jack in the Box” is. Explain that it’s a toy that hides in a box and then “pops up” as a surprise. Demonstrate the “down” (crouching) and “up” (popping) movements without the song first.

Pupils’ Activity: Pupils listen, watch the teacher’s demonstration, and might try to imitate the “down” and “up” movements.

Learning Point: Pupils understand the basic concept and movements of “Jack in the Box.”

Step 3: Teacher Demonstrates the Song and Actions

Time: 5 minutes

Teaching Skill: Modelling/Rhythm

Teacher’s Activity: Introduce the “Jack in the Box” song. Sing the song slowly while performing the actions clearly and rhythmically. Repeat the song and actions 2-3 times, encouraging pupils to watch carefully.

Pupils’ Activity: Pupils listen to the song and observe the teacher’s movements, trying to follow the rhythm.

Learning Point: Pupils become familiar with the song and link the words to the actions.

Step 4: Guided Practice with Song and Actions

Time: 6 minutes

Teaching Skill: Guided Practice/Correction

Teacher’s Activity: Invite pupils to join in with the song and actions. Sing the song together, guiding their movements. Provide gentle corrections and encouragement. Focus on getting “down” low and “popping up” quickly.

Pupils’ Activity: Pupils sing along (or hum) and perform the “Jack in the Box” actions with the teacher, practising coordination and timing.

Learning Point: Pupils practise coordinating their body movements with the song’s rhythm and lyrics.

Step 5: Video Reinforcement

Time: 4 minutes

Teaching Skill: Visual Aid/Reinforcement

Teacher’s Activity: Introduce the video as another way to learn and practise. Play the “Jack in the Box” song video. Encourage pupils to watch the characters and follow their movements.

Pupils’ Activity: Pupils watch the video and actively participate by doing the “Jack in the Box” actions along with the video characters.

Learning Point: Pupils reinforce their understanding and physical skills through visual learning and imitation.

Step 6: Independent Practice/Game

Time: 3 minutes

Teaching Skill: Application/Observation

Teacher’s Activity: Play the song again (or sing it) and allow pupils to perform the “Jack in the Box” actions more independently. Observe their movements and provide individual encouragement. You can make it a simple game: “Let’s see who can hide the stillest!” or “Pop up like a super-fast Jack!”

Pupils’ Activity: Pupils perform the “Jack in the Box” actions with increasing confidence and independence, enjoying the movement.

Learning Point: Pupils apply their learning and demonstrate their ability to perform the movements independently.

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.

“Show me how Jack goes down into the box.”
“Show me how Jack pops up out of the box.”
“Can you sing a part of the ‘Jack in the Box’ song?”
“What do we do when Jack is in the box?” (Stay still)

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: Recap/Closure

Teacher’s Activity: Praise pupils for their active participation and good movements. Briefly recap the “Jack in the Box” activity and remind them how much fun it is to move their bodies. Lead a short cool-down (e.g., gentle swaying, deep breaths).

Pupils’ Activity: Pupils listen, participate in the cool-down, and respond to praise.

Learning Point: Pupils feel a sense of accomplishment and consolidate the lesson’s main idea.

Lesson Keywords

Jack – A toy that pops out of a box.
Box – A container.
Pop up – To spring up quickly.
Down – To go low or crouch.
Movement – Changing body position.

Differentiation

Support: For pupils who find it difficult, provide one-on-one guidance, slow down the song, or demonstrate the movements hand-over-hand. Allow them to simply crouch and stand if jumping is too challenging.
Extension: Encourage advanced pupils to try popping up faster or adding a small jump. Ask them to lead the actions for a short part of the song or suggest other movements they could do while “popping up.”