Note for teachers using this lesson plan

Before the lesson, prepare all cold objects (ice, cold water, ice cream) and ensure they are easily accessible but kept safely away from pupils until instructed. The central idea is for pupils to safely experience the sensation of “cold” through touch and sight, and to name common cold objects. Watch for pupils who may be hesitant to touch cold items and encourage them gently, ensuring their safety and comfort. Successful learning will be observed when pupils can point to or name at least one cold object and show a reaction to the cold sensation.

Class: Pre-School Level 1
Term: Third Term
Week: 8
Age: 2 years
Duration: 30 minutes
Subject: Pre-Science
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Identifying various familiar objects.
Topic: Cold Objects
Subject Matter: Cold Objects: Meaning, Examples and Feeling Cold.

Specific Objectives

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

Cognitive Domain

Identify cold objects when shown.
Name simple examples of cold objects like ice and ice cream.

Affective Domain

Show curiosity and willingness to touch cold objects safely.
Participate actively in classroom activities.

Psychomotor Domain

Touch cold objects gently and safely.
Point to cold objects in pictures or real life.

Share observations about cold objects with the teacher.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 1
Early Childhood Care and Education resources

Instructional Materials

Ice cubes (in a small cup or bowl)
Small cup of ice cream
Bottle of cold water
Charts or posters showing ice, ice cream, cold drinks
Picture cards of various objects (some cold, some not)
Small towels for drying hands

Rationale for the Lesson

Learning about cold objects helps 2-year-olds develop their sensory awareness and understand basic properties of the world around them. It connects to their daily experiences, such as drinking cold water or eating ice cream, and helps them build vocabulary and observational skills in a safe and engaging way.

Prerequisite/Previous Knowledge

Pupils can identify and name some common objects around them and have experienced different sensations in their environment.

Lesson Content/Board Summary

Cold Objects: Meaning, Examples and Feeling Cold

What is “Cold”?

Cold means something that makes us feel chilly when we touch it. It is the opposite of hot.

Examples of Cold Objects:

Ice: Hard, clear, melts into water. It is very cold.
Ice Cream: Sweet, creamy, melts easily. It is cold and yummy!
Cold Water: Water that is cool to drink or touch.
Cold Drink: Like juice or milk from the fridge.

How We Feel Cold:

When we touch something cold, our fingers feel chilly. Sometimes it can make us shiver a little or say “brrr!”

Key Words

Cold – Makes us feel chilly.
Ice – Frozen water, very cold.
Ice Cream – A cold, sweet treat.

Cold Objects Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Ice, ice, oh so cold,
In my little cup, I’m told.
Water chilly, nice to drink,
Makes my body cool, I think.
Ice cream yummy, cold and sweet,
What a lovely, chilly treat!

Actions:

“Ice, ice, oh so cold” – Shiver and rub arms.
“In my little cup, I’m told” – Cup hands together.
“Water chilly, nice to drink” – Pretend to drink.
“Makes my body cool, I think” – Fan self.
“Ice cream yummy, cold and sweet” – Pat tummy.
“What a lovely, chilly treat!” – Hug self and smile.

Watch and Feel Cold

https://www.youtube.com/watch?v=yYyI36Fz-6c

💡 Teacher Guide for Using This Board Summary

How to teach the content: Introduce “cold” by contrasting it with “warm” (e.g., touch a warm hand, then a cold object). Use simple, repetitive language. Show each cold object one by one, allowing pupils to safely touch them briefly. Emphasize the word “cold” each time. Ask simple questions like “Is it cold?” and encourage pupils to nod or say “cold.”

What to show or demonstrate: Hold up each real object (ice, cold water, ice cream). Demonstrate gently touching the object and making a “brrr” sound or shivering action. Point to the pictures on charts/posters as you name the objects. Ensure pupils only touch the objects under direct supervision and for short periods to avoid discomfort.

How to use the rhyme/song: Sing the “Cold Objects Rhyme” several times with the pupils, demonstrating the actions clearly. Encourage them to join in with the actions and repeat the simple words like “cold” and “ice cream.” Make it fun and engaging.

How to use the video: Play the provided “Hot and Cold Song.” Guide pupils to pay attention to the parts that show or talk about cold things. You can pause the video on cold images and ask, “Is this cold?” Encourage pupils to imitate the actions for “cold” shown in the video. After watching, ask pupils to name something cold they saw in the video.

What to watch for: Observe pupils’ reactions to touching cold objects. Watch for those who are reluctant and offer gentle encouragement. Ensure no pupil puts ice or ice cream into their mouth without explicit permission and supervision, and only if it’s safe to do so. Correct pronunciation of “cold” and object names through repetition.

Teaching Methods/Instructional Techniques

Play-based Learning
Demonstration
Guided Practice
Songs and Rhymes
Picture Talk
Question and Answer
Manipulation of Objects
Repetition
Sensory Exploration

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Motivation

Teacher’s Activity: The teacher greets the pupils warmly and leads them in a short welcome song. The teacher then introduces the topic by asking, “Who feels cold today?” or “Have you ever touched something cold?”

Pupils’ Activity: Pupils respond to greetings, sing along, and may share simple responses about feeling cold.

Learning Point: Pupils are engaged and introduced to the concept of cold.

Step 2: Meaning of Cold

Time: 4 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains “cold” using simple words and actions. “Cold means chilly, like when the weather is cool or when you touch ice. It makes your fingers feel ‘brrr!'” The teacher may briefly touch a cold object (e.g., the bottle of cold water) and show a shivering action.

Pupils’ Activity: Pupils listen, observe the teacher’s actions, and may imitate the “brrr” sound or shivering.

Learning Point: Pupils understand the basic meaning of “cold.”

Step 3: Identifying Cold Objects (Demonstration)

Time: 6 minutes

Teaching Skill: Visual Aid/Sensory Experience

Teacher’s Activity: The teacher brings out the ice, cold water, and ice cream one by one. For each object, the teacher says its name and “It is cold!” The teacher then guides pupils to safely touch each object briefly with one finger, emphasizing “Gently touch, it’s cold!” and providing small towels for drying hands.

Pupils’ Activity: Pupils observe the objects, listen to the teacher, and safely touch each cold object, reacting to the sensation.

Learning Point: Pupils identify and feel the coldness of different objects.

Step 4: Naming Cold Objects (Guided Practice)

Time: 5 minutes

Teaching Skill: Repetition/Naming

Teacher’s Activity: The teacher holds up each cold object again (ice, ice cream, cold water) and asks, “What is this?” or “Is this cold?” The teacher encourages pupils to repeat the names: “Ice!”, “Ice cream!”, “Cold water!” The teacher also points to pictures of cold objects on charts/posters.

Pupils’ Activity: Pupils respond by naming the objects or saying “cold” and pointing to the pictures.

Learning Point: Pupils practice naming and recognizing cold objects.

Step 5: Rhyme and Video Reinforcement

Time: 4 minutes

Teaching Skill: Songs and Rhymes/Audio-Visual

Teacher’s Activity: The teacher leads pupils in singing the “Cold Objects Rhyme” with actions. Then, the teacher plays the “Hot and Cold Song” video, guiding pupils to focus on and identify the “cold” parts.

Pupils’ Activity: Pupils sing and perform actions for the rhyme. They watch the video and point out cold things they see.

Learning Point: The concept of cold is reinforced through song and visual media.

Step 6: Feeling Cold (Application)

Time: 3 minutes

Teaching Skill: Observation/Discussion

Teacher’s Activity: The teacher asks pupils, “How does the ice feel on your finger?” or “How does the cold water feel?” The teacher encourages simple responses like “chilly,” “brrr,” or “cold.”

Pupils’ Activity: Pupils share their feelings about touching the cold objects in simple words or gestures.

Learning Point: Pupils articulate their sensory experience of cold.

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 something cold.” (Teacher presents a mix of cold and non-cold objects/pictures).
“What is this?” (Teacher points to ice or ice cream).
“Can you make a ‘cold’ face?”
“Say ‘cold’ for me.”

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: Summarization/Closure

Teacher’s Activity: The teacher praises the pupils for their participation and reminds them that “cold” objects make us feel chilly. “Good job learning about cold things today!”

Pupils’ Activity: Pupils respond to praise and prepare for the next activity.

Learning Point: The lesson is brought to a positive close.

Lesson Keywords

Cold – A sensation that makes us feel chilly.
Ice – Water frozen solid, which is very cold.
Ice cream – A sweet, frozen dessert that is cold.

Differentiation

Support: For pupils who struggle, offer more one-on-one guidance in touching the cold objects. Use hand-over-hand assistance if needed. Provide larger, clearer pictures of cold objects for easier identification. Repeat key words like “cold,” “ice,” and “ice cream” more frequently.
Extension: For pupils who grasp the concept quickly, ask them to identify other cold things they might find at home (e.g., milk from the fridge, a cold fruit). Encourage them to describe how the cold feels in their own simple words.