Note for teachers using this lesson plan

Before the lesson, ensure you have a clear space for pupils to move freely for the “What is the time, Mr. Wolf?” game. The central idea is for pupils to understand simple concepts of timing through sequential actions, rhythm, and counting. Observe pupils’ ability to follow instructions, take turns, and move in response to cues during the game and songs.

Class: Pre-School Level 3
Term: First Term
Week: 4
Age: 4 years
Duration: 30 minutes
Subject: Physical and Health Education
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Learning about different body parts and their movements.
Topic: TIMING
Subject Matter: Learning timing through recitation, role-play and number songs.

Specific Objectives

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

Cognitive Domain

Identify fast and slow movements.
Recite numbers in sequence during a game.
Understand simple time-related words like “now” and “later.”

Affective Domain

Participate enthusiastically in role-play and songs.
Show patience while waiting for their turn in a game.

Psychomotor Domain

Demonstrate movements in response to timing cues (e.g., taking steps for “Mr. Wolf”).
Move their body to the rhythm of a number song.

Take turns and cooperate with peers during group activities.
Follow simple rules of a game.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 3.
Early Childhood Care and Education (ECCE) resources on physical development.
Suitable early-years activity books.

Instructional Materials

Rhyme book (with “What is the time, Mr. Wolf?”).
Toy clock or a picture of a clock.
Picture cards showing daily routines (e.g., morning, afternoon).
Number cards (1-10).
Open playground or classroom space.
Audio player for songs (optional).

Rationale for the Lesson

This lesson helps 4-year-olds develop an early understanding of timing, which is crucial for daily routines and physical coordination. Engaging in active games and songs improves their ability to follow sequences, move rhythmically, and interact socially, laying a foundation for more complex time concepts.

Prerequisite/Previous Knowledge

Pupils can identify and name some numbers, understand simple instructions, and can move their bodies in different ways (e.g., walk, run, hop).

Lesson Content/Board Summary

TIMING: Understanding When Things Happen

Timing for preschoolers means understanding the sequence of events, how fast or slow something happens, and moving to a rhythm. * Sequence: What we do first, next, and last (e.g., wake up, eat breakfast, come to school). * Speed: Moving fast like a rabbit or slow like a tortoise. * Rhythm: Moving our bodies to the beat of a song or chant.

Role-Play and Recitation: “What is the time, Mr. Wolf?”

This is a fun game that helps us learn about counting steps and waiting for a signal. How to play: 1. One person is “Mr. Wolf” and stands with their back to the other players. 2. The other players stand in a line far away and ask, “What is the time, Mr. Wolf?” 3. Mr. Wolf calls out a time, e.g., “It’s 3 o’clock!” 4. The players take that many steps (3 steps) towards Mr. Wolf. 5. They keep asking and taking steps until Mr. Wolf shouts, “Dinner time!” and chases them. The first person caught becomes the new Mr. Wolf.

Number Song and Movement: “What Number is This?”

We can learn numbers and timing by moving to a song!

Tune: “Are You Sleeping, Brother John?”

Lyrics:

What number is this?
What number is this?
Let’s count and see,
Let’s count and see.
One, two, three, four, five,
One, two, three, four, five,
Move with me!
Move with me!

Actions: Pupils clap or take small steps for each number as they sing, then do a simple movement (e.g., hop, sway) for “Move with me!”.

Watch and Practise

https://www.youtube.com/watch?v=kYJd363765A

Key Words

Timing – understanding when things happen or how fast/slow.
Fast – moving quickly.
Slow – moving gently or not quickly.
Rhythm – a steady beat or movement.

💡 Teacher Guide for Using This Board Summary

How to teach the content: Begin by discussing daily routines using picture cards (e.g., “What do we do in the morning? What about in the afternoon?”). Introduce the concepts of “fast” and “slow” through simple body movements. Explain that timing helps us know when to do things and how to move. Use a toy clock to show “o’clock” times without focusing on exact reading, just the idea of “time.”

What to show or demonstrate: Demonstrate fast and slow walking, running, or clapping. Clearly demonstrate the rules and actions for “What is the time, Mr. Wolf?” before pupils play. Show the number cards as you sing the “What Number is This?” song.

How to use the rhyme/song: Introduce “What is the time, Mr. Wolf?” as a game. Guide pupils through the recitation and actions, ensuring they understand to take the correct number of steps. For the “What Number is This?” song, sing it clearly and slowly first, demonstrating the actions. Repeat several times, encouraging pupils to sing along and move their bodies.

How to use the video: Introduce the video as a way to see how others play “What is the time, Mr. Wolf?”. Encourage pupils to watch the movements and listen to the counting. After the video, ask them to recall what they saw and if they can imitate any of the movements or counting.

What to watch for: Observe if pupils understand the concept of taking a specific number of steps, their ability to follow the game rules, and their participation in the songs. Watch for pupils who might struggle with counting or understanding the “Mr. Wolf” signal, offering gentle guidance.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Role-play, Imitation, Manipulation of Objects, Repetition, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Warm-up

Teacher’s Activity: Greets pupils and starts with a quick “Good Morning” song with actions. Asks pupils if they know what time it is (morning, afternoon) and introduces the idea of “timing” – knowing when to do things.

Pupils’ Activity: Pupils respond to greetings, sing along, and listen to the teacher.

Learning Point: Pupils are engaged and introduced to the concept of timing in a simple way.

Step 2: Exploring Fast and Slow Movements

Time: 5 minutes

Teaching Skill: Demonstration/Observation

Teacher’s Activity: Shows pictures of animals moving fast (e.g., rabbit) and slow (e.g., tortoise). Asks pupils to demonstrate fast walking/running and slow walking/crawling. Uses a toy clock to briefly show “time for school” or “time to play.”

Pupils’ Activity: Pupils observe the pictures and imitate fast and slow movements as demonstrated by the teacher.

Learning Point: Pupils understand and can demonstrate the difference between fast and slow movements, relating it to timing.

Step 3: Introducing “What is the time, Mr. Wolf?”

Time: 5 minutes

Teaching Skill: Explanation/Modelling

Teacher’s Activity: Explains the rules of “What is the time, Mr. Wolf?” clearly. Demonstrates the role of Mr. Wolf and how players ask the question and take steps. Emphasizes counting the steps correctly.

Pupils’ Activity: Pupils listen attentively to the rules and watch the teacher’s demonstration.

Learning Point: Pupils understand the objective and basic rules of the game.

Step 4: Guided Role-Play of “What is the time, Mr. Wolf?”

Time: 6 minutes

Teaching Skill: Facilitation/Guided Practice

Teacher’s Activity: Leads the pupils in playing “What is the time, Mr. Wolf?”. The teacher might be Mr. Wolf first, or guide a pupil to be Mr. Wolf. Ensures pupils count their steps aloud and follow the “Dinner time!” signal.

Pupils’ Activity: Pupils actively participate in the game, asking “What is the time, Mr. Wolf?”, taking steps, counting aloud, and running when chased.

Learning Point: Pupils practise counting and responding to timing cues through active role-play.

Step 5: Number Song and Movement

Time: 4 minutes

Teaching Skill: Singing/Movement Instruction

Teacher’s Activity: Introduces the “What Number is This?” song. Sings it slowly first, demonstrating the actions (clapping for numbers, simple movement for “Move with me!”). Encourages pupils to sing and move along.

Pupils’ Activity: Pupils listen to the song, then sing and perform the actions with the teacher.

Learning Point: Pupils reinforce number recognition and develop a sense of rhythm and timing through song and movement.

Step 6: Video Reinforcement

Time: 3 minutes

Teaching Skill: Visual Aid/Discussion

Teacher’s Activity: Plays the video of “What’s the Time Mr Wolf?” for pupils. Asks simple questions afterwards like “What did Mr. Wolf say?” or “How many steps did they take?”.

Pupils’ Activity: Pupils watch the video and respond to the teacher’s questions, pointing out actions they saw.

Learning Point: Pupils visually reinforce their understanding of the game and timing concepts.

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 you walk fast.”
“Show me how you walk slow.”
“If Mr. Wolf says ‘2 o’clock’, how many steps do you take?”
Ask pupils to sing a part of the “What Number is This?” song with actions.

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: Summarization/Closure

Teacher’s Activity: Praises pupils for their active participation and reminds them that understanding timing helps them know when to play, eat, and learn. Leads a short “Goodbye” song.

Pupils’ Activity: Pupils respond to praise and sing the goodbye song.

Learning Point: Pupils feel a sense of accomplishment and the lesson is brought to a positive close.

Lesson Keywords

Timing – knowing when to do things.
Fast – quick movement.
Slow – gentle movement.
Rhythm – a steady beat.
Steps – moving your feet one after the other.

Differentiation

Support: For pupils struggling with counting steps, the teacher can provide hand-over-hand guidance or simplify the numbers Mr. Wolf calls out (e.g., only “1 o’clock” or “2 o’clock”). Use larger number cards for visual support during the song.
Extension: For pupils who grasp the concepts quickly, challenge them to be Mr. Wolf and call out the times themselves, or to create a new movement for the “Move with me!” part of the song. Ask them to identify more things that move fast or slow.