Note for teachers using this lesson plan
Before this lesson, prepare picture cards showing different emotions, especially fear, and gather a small mirror for pupils to observe their facial expressions. The central idea is for pupils to recognise what fear feels like, how it looks on their face, and to identify common, non-threatening causes. Observe if pupils can correctly demonstrate a fearful expression and mention simple things that make them feel scared.
Class: Pre-School Level 3
Term: Third Term
Week: 8
Age: 4 years
Duration: 30 minutes
Subject: Civic Education
Curriculum Theme: Civic Education
Previous Lesson: Not separately stated in the scheme.
Topic: EMOTIONAL STATE: FEAR
Subject Matter: Meaning, causes and facial expressions of fear.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify fear as an emotion.
- Mention simple things that can cause fear.
Affective Domain
- Discuss what it feels like to be scared.
- Express a willingness to talk about their fears with a trusted adult.
Psychomotor Domain
- Demonstrate facial expressions of fear.
Social Domain
- Participate in discussions about emotions.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Early Childhood Care and Education resources
Instructional Materials
- Chart showing different emotions (happy, sad, angry, scared)
- Posters depicting fearful situations (e.g., darkness, loud thunder)
- Picture cards of fearful facial expressions
- Small mirror for pupils to observe their faces
- Crayons and paper for drawing (optional)
Rationale for the Lesson
Understanding emotions, especially fear, is crucial for young children’s social and emotional development. This lesson helps 4-year-olds recognise and name fear, understand its common causes, and learn to express it in a healthy way, fostering self-awareness and preparing them to seek comfort when needed.
Prerequisite/Previous Knowledge
Pupils can identify some basic emotions like happiness and sadness, and they can recognise different facial expressions.
Lesson Content/Board Summary
Meaning, Causes and Facial Expressions of Fear
What is Fear?
Fear is a feeling we have when we think something bad might happen or when we feel unsafe. It makes us feel worried or scared inside.
Facial Expressions of Fear
When someone is afraid, their face might look like this:
- Eyes wide open, sometimes looking up or around.
- Eyebrows raised or pulled together.
- Mouth slightly open or pulled down at the corners.
- Sometimes, the face looks tense or worried.
Causes of Fear
Many things can make us feel scared. Some common causes for children are:
- Darkness: When it’s very dark, we cannot see clearly.
- Loud Noises: Like thunder, a loud bang, or a dog barking loudly.
- Strange Animals: Some animals can look scary if we don’t know them.
- Being Alone: Feeling lonely or left by ourselves.
- Scary Stories: Stories that have monsters or bad things happening.
Key Words
- Fear – a feeling of being scared or worried.
- Scared – feeling afraid.
- Afraid – feeling fear.
- Worried – thinking something bad might happen.
Feeling Scared Rhyme
Tune: “Twinkle, Twinkle Little Star”
When I’m scared, what do I do?
Tell a grown-up, strong and true.
Mummy, Daddy, Teacher too,
They will help me, me and you.
When I’m scared, what do I do?
Tell a grown-up, strong and true.
Actions: Point to self when saying “I’m scared,” hug self, point to different adults when naming them, make a ‘strong’ arm gesture, then point to self and a friend.
Watch and Learn About Fear
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce fear by asking pupils about times they felt worried or scared. Use simple language to explain fear as a feeling. Show the chart/posters of fearful expressions and discuss them. Brainstorm causes of fear by asking “What makes you feel scared?” and listing their responses on the board or chart.
What to show or demonstrate: Demonstrate a fearful facial expression. Guide pupils to look in a mirror and imitate the expression. Use picture cards to reinforce different fearful faces. Show pictures of things that might cause fear (e.g., a dark room, a loud animal).
How to use the rhyme/song: Teach the “Feeling Scared Rhyme” by singing it slowly first, then with actions. Repeat it several times, encouraging pupils to join in the singing and actions. Emphasise the message of telling a grown-up.
How to use the video: Introduce the video as a story about children talking about feeling scared. Play the video. After watching, discuss what the children in the video said made them scared and what they did to feel better. Ask pupils if they have similar experiences.
What to watch for: Observe if pupils can identify and demonstrate a fearful expression. Listen for their ability to name simple causes of fear. Ensure discussions are supportive and that no child is made to feel embarrassed about their fears.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Role-play (briefly, demonstrating telling an adult)
- Repetition
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets pupils and starts with a simple “How are you feeling today?” song, including different emotions. The teacher then introduces the topic of emotions, specifically focusing on feeling scared or afraid.
Pupils’ Activity: Pupils respond to greetings and participate in the emotion song, showing different feelings with their faces.
Learning Point: Pupils are engaged and introduced to the concept of emotions.
Step 2: Meaning of Fear
Time: 5 minutes
Teaching Skill: Explanation/Discussion
Teacher’s Activity: The teacher asks pupils, “What does it mean to be scared?” or “How do you feel when you are afraid?” The teacher then explains fear in simple terms as a feeling of worry or unsafety, using the chart/posters to show a scared face.
Pupils’ Activity: Pupils share their ideas about feeling scared and listen to the teacher’s explanation. They look at the pictures on the chart.
Learning Point: Pupils understand the basic meaning of fear.
Step 3: Facial Expressions of Fear
Time: 5 minutes
Teaching Skill: Demonstration/Imitation
Teacher’s Activity: The teacher demonstrates a fearful facial expression (wide eyes, raised eyebrows, slightly open mouth). The teacher then guides pupils to look into a small mirror (if available) or at each other and try to make a scared face, providing gentle feedback.
Pupils’ Activity: Pupils observe the teacher’s demonstration and try to imitate the fearful facial expression, looking at their own faces in the mirror or at friends.
Learning Point: Pupils can demonstrate facial expressions of fear.
Step 4: Causes of Fear
Time: 5 minutes
Teaching Skill: Brainstorming/Discussion
Teacher’s Activity: The teacher asks, “What kinds of things make you feel scared?” and encourages pupils to mention simple causes like darkness, loud noises, or strange animals. The teacher uses posters or picture cards to illustrate these causes.
Pupils’ Activity: Pupils mention different things that make them feel scared. They look at the pictures and discuss.
Learning Point: Pupils identify common causes of fear.
Step 5: Rhyme Reinforcement
Time: 3 minutes
Teaching Skill: Song/Movement
Teacher’s Activity: The teacher introduces and leads the pupils in singing the “Feeling Scared Rhyme” with actions. The teacher repeats the rhyme several times, encouraging full participation.
Pupils’ Activity: Pupils sing the rhyme along with the teacher and perform the actions.
Learning Point: Pupils reinforce the idea of telling a grown-up when scared through song.
Step 6: Watch and Discuss Video
Time: 4 minutes
Teaching Skill: Visual Learning/Discussion
Teacher’s Activity: The teacher introduces the video about children talking about fear. After playing the video, the teacher asks questions like, “What made the children in the video scared?” and “What did they do?”
Pupils’ Activity: Pupils watch the video attentively and participate in the short discussion, sharing their observations.
Learning Point: Pupils gain further insight into fear and coping strategies from peers.
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 your scared face.”
- “Tell me one thing that can make someone feel scared.”
- “What should you do if you feel scared?”
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: Summarisation/Reinforcement
Teacher’s Activity: The teacher summarises the lesson by reminding pupils that it’s okay to feel scared sometimes and that they should always tell a trusted adult (Mummy, Daddy, Teacher) when they are afraid. The teacher praises pupils for their participation.
Pupils’ Activity: Pupils listen and acknowledge the teacher’s summary.
Learning Point: Pupils understand the importance of seeking help when scared.
Lesson Keywords
- Fear – a feeling of being worried or scared.
- Scared – feeling afraid.
- Expressions – how our face shows what we are feeling.
Differentiation
- Support: For pupils who struggle to express themselves, use more picture cards and provide hand-over-hand guidance for making facial expressions. Focus on identifying just one cause of fear. Repeat explanations and demonstrations frequently.
- Extension: Encourage more verbal pupils to describe how their body feels when they are scared (e.g., “My heart beats fast”). Ask them to draw a picture of something that makes them feel scared and what they would do about it.
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