Note for teachers using this lesson plan
Before this lesson, prepare a hand-fan, pictures of trees with moving leaves, clothes drying on a line, and a deflated and inflated balloon. The central idea for pupils to grasp is that air is all around us, even though we cannot see it, and we can feel its presence through its effects. Emphasize safe and gentle breathing exercises. Successful learning will be observed when pupils can identify at least two pieces of evidence of air and participate in the breathing exercise.
Class: Pre-School Level 3
Term: Third Term
Week: 3
Age: 4 years
Duration: 30 minutes
Subject: Basic Science and Technology
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Simple machines in our environment.
Topic: AIR
Subject Matter: Meaning and evidence of air in our environment.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- State a simple meaning of air.
- Identify at least two pieces of evidence that air exists in our environment.
Affective Domain
- Show curiosity about the presence of air around them.
- Appreciate the importance of air for breathing.
Psychomotor Domain
- Demonstrate how to feel air using a hand-fan.
- Participate in a simple in-and-out breathing exercise.
Social Domain
- Sing along with the teacher to learn about air.
- Participate actively in group discussions and activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Early Childhood Care and Education resources
Instructional Materials
- Hand-fan
- Pictures of trees with moving leaves
- Pictures of clothes drying on a line
- A deflated and an inflated balloon
- Audio clips (optional, for background music or sound effects)
Rationale for the Lesson
This lesson introduces young children to the concept of air, a fundamental part of their environment that is essential for life. By engaging their senses and observations, pupils learn that even though air cannot be seen, its presence can be felt and observed through various effects. This understanding builds a basic foundation for scientific inquiry and awareness of the natural world.Prerequisite/Previous Knowledge
Pupils have basic observation skills and are generally aware of their immediate surroundings. They can feel wind or breeze and understand that things move.Lesson Content/Board Summary
Meaning and Evidence of Air in Our Environment
Air is all around us, but we cannot see it. We can feel air and see its effects.Evidence of Air
- When we use a hand-fan, we feel the air moving.
- Leaves on trees move when air blows.
- Clothes dry on the line because of air.
- Balloons get bigger when we blow air into them.
- We breathe in and out using air.
Breathing Exercise
We breathe in through our nose and breathe out through our mouth. This is how we use air to live.
Air Song
Tune: Twinkle, Twinkle Little Star
Air is all around us,
We cannot see it clear.
But we can feel it moving,
When a fan is near!
Breathe in, breathe out,
Air helps us live and play,
Air is all around us,
Every single day!
Actions:
- “Air is all around us” – Spread arms wide.
- “We cannot see it clear” – Shake head gently.
- “But we can feel it moving” – Rub arms.
- “When a fan is near!” – Wave hand like a fan.
- “Breathe in, breathe out” – Take a deep breath in, then out.
- “Air helps us live and play” – Point to self, then make playing motion.
- “Air is all around us” – Spread arms wide again.
- “Every single day!” – Nod head.
Watch and Learn About Air
Key Words
- Air – The invisible gas all around us.
- Breathe – To take air in and let air out of our bodies.
- Fan – Something used to create moving air.
- Feel – To experience something with our senses, like touch.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by asking pupils what they feel around them. Introduce the simple definition of air as something we cannot see but is everywhere. Use the song to help pupils memorise this definition through repetition and actions.
What to show or demonstrate: Demonstrate using the hand-fan, allowing pupils to feel the air. Show pictures of leaves moving on trees and clothes drying to illustrate evidence of air. Use a deflated and inflated balloon to show how air fills space. Guide pupils through the breathing exercise, demonstrating slowly how to breathe in through the nose and out through the mouth.
How to use the rhyme/song: Sing the “Air Song” several times, encouraging pupils to join in with the lyrics and actions. Use it as an introduction, during reinforcement, and for conclusion. The actions help kinesthetic learners.
How to use the video: Introduce the video as a fun way to learn more about air. Play the video “What Is Air? | The Dr. Binocs Show” (or a similar verified video) once or twice. After watching, ask pupils what new things they learned or observed about air from the video.
What to watch for: Observe if pupils are actively participating in the fan activity and breathing exercise. Check if they can identify at least one piece of evidence of air when asked. Ensure they are breathing gently during the exercise.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Question and Answer, Observation, Picture Talk, Practical Activity.Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Greeting
Teacher’s Activity: The teacher greets the pupils warmly and asks them to close their eyes and feel what is around them. “Can you see anything moving around you?”
Pupils’ Activity: Pupils close their eyes, feel around, and try to answer the question.
Learning Point: Pupils become aware of their immediate environment and prepare for the lesson.
Step 2: Introducing the Meaning of Air
Time: 5 minutes
Teaching Skill: Explaining/Singing
Teacher’s Activity: The teacher explains that what they feel is called “air” and introduces the simple definition: “Air is all around us, but we cannot see it.” The teacher then sings the “Air Song” with actions.
Pupils’ Activity: Pupils listen attentively, repeat the definition, and try to sing along with the teacher, mimicking the actions.
Learning Point: Pupils learn the basic meaning of air through song and repetition.
Step 3: Evidence of Air (Hand-fan)
Time: 5 minutes
Teaching Skill: Demonstration/Observation
Teacher’s Activity: The teacher demonstrates using a hand-fan, blowing it towards herself and then towards the pupils. “What do you feel when I fan you?” The teacher guides pupils to fan themselves gently.
Pupils’ Activity: Pupils feel the air from the fan and explain what they feel. They then practise fanning themselves.
Learning Point: Pupils physically experience and identify air movement.
Step 4: Evidence of Air (Observation)
Time: 5 minutes
Teaching Skill: Picture Talk/Discussion
Teacher’s Activity: The teacher shows pictures of trees with moving leaves and clothes drying on a line. “What makes the leaves move? What makes the clothes dry?” The teacher also shows a deflated and inflated balloon. “What makes this balloon big?”
Pupils’ Activity: Pupils observe the pictures and objects, contributing ideas about what makes them move or expand.
Learning Point: Pupils learn to identify visible effects of invisible air.
Step 5: Breathing Exercise
Time: 4 minutes
Teaching Skill: Guided Practice
Teacher’s Activity: The teacher explains that we use air to breathe. The teacher demonstrates a simple in-and-out breathing exercise: “Breathe in through your nose (hold), breathe out through your mouth (gently).” The teacher guides pupils to practise several times.
Pupils’ Activity: Pupils follow the teacher’s instructions, practising breathing in and out gently.
Learning Point: Pupils understand that air is essential for breathing and practise a simple breathing technique.
Step 6: Reinforcement with Video and Song
Time: 4 minutes
Teaching Skill: Audiovisual Reinforcement
Teacher’s Activity: The teacher plays the “What Is Air?” video for the pupils. After the video, the teacher sings the “Air Song” again, encouraging full participation.
Pupils’ Activity: Pupils watch the video and then sing the “Air Song” with enthusiasm and actions.
Learning Point: Pupils reinforce their understanding of air through visual and auditory learning.
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.
- What is air? (Encourage simple answers like “It’s all around us, we can’t see it.”)
- How do you know air is around you? (Prompt for fan, moving leaves, breathing.)
- Show me how you breathe in and out.
- Can you show me how you feel air with your hand?
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: Summarisation
Teacher’s Activity: The teacher summarises that air is important for us and everything around us. The teacher leads the pupils in singing the “Air Song” one last time.
Pupils’ Activity: Pupils listen to the summary and sing the “Air Song” again.
Learning Point: Pupils consolidate their learning and leave with a positive reinforcement.
Lesson Keywords
- Air – The invisible gas all around us that we breathe.
- Breathe – To take air into our bodies and let it out.
- Fan – A tool used to create moving air.
- Feel – To sense something with our skin, like the movement of air.
- Environment – Everything around us, including air, trees, and houses.
Differentiation
- Support: For pupils who are struggling, provide more one-on-one demonstration with the hand-fan. Use hand-over-hand guidance for the breathing exercise. Repeat the song and definition more often, focusing on just one or two key pieces of evidence.
- Extension: Encourage faster learners to identify other things that move because of air, such as flags, kites, or smoke. Ask them to draw a picture showing something that moves because of air.
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