Note for teachers using this lesson plan
Before the lesson, gather a variety of real, safe household objects (e.g., a small pot, spoon, cup, comb, sponge, toy car, pillow, broom) and prepare clear pictures or charts of other common items found at home. The central idea for pupils is to identify these objects by name and understand their very simple, practical uses through direct observation and guided demonstration. Success will be seen when pupils can point to, name, and mimic the use of at least three different household objects.
Class: Pre-School Level 1
Term: First Term
Week: 2
Age: 2 years
Duration: 30 minutes
Subject: Pre-Science
Curriculum Theme: Pre-Science
Previous Lesson: Not separately stated in the scheme.
Topic: Objects at Home
Subject Matter: Identification of objects at home; Uses of objects at home. Weekly focus: Objects at Home and Their Uses.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify at least three common objects found at home.
- Name at least three common objects found at home.
Affective Domain
- Show interest in exploring different objects at home.
- Listen attentively as the teacher names objects and their uses.
Psychomotor Domain
- Point to specific objects when named by the teacher.
- Demonstrate the simple use of at least two household objects (e.g., sitting on a chair, stirring with a spoon).
Social Domain
- Participate in group activities by taking turns to identify or demonstrate.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education resources
Instructional Materials
- Real objects: A small pot, a spoon, a cup, a comb, a sponge, a toy car, a pillow, a broom, a small chair.
- Charts/posters showing pictures of a bed, table, chair, pot, spoon, cup, soap, broom, and other common household items.
- MP4 Player (or tablet/laptop) for video playback.
Rationale for the Lesson
This lesson helps 2-year-old children understand their immediate environment by identifying familiar objects within their homes. Learning the names and simple uses of these objects builds early vocabulary, encourages observation skills, and helps them make sense of the world around them, fostering a sense of familiarity and safety.Prerequisite/Previous Knowledge
Pupils are generally aware of their home environment and have seen various objects around them, even if they cannot yet name them or fully understand their uses.Lesson Content/Board Summary
Objects at Home and Their Uses
Our home has many things inside! These are called objects. We use them every day.Objects in the Sitting Room
- Chair: We sit on a chair.
- Table: We put things on a table.
Objects in the Kitchen
- Pot: We cook food in a pot.
- Spoon: We use a spoon to eat or stir food.
- Cup: We drink water or juice from a cup.
Objects in the Bedroom/Bathroom
- Bed: We sleep on a bed.
- Pillow: We rest our head on a pillow.
- Soap: We use soap to wash our hands and body.
- Comb: We use a comb to comb our hair.
- Sponge: We use a sponge to wash our body.
Other Objects
- Broom: We use a broom to sweep the floor.
Key Words
- Chair – Something we sit on.
- Pot – Used for cooking.
- Spoon – Used for eating or stirring.
- Bed – Where we sleep.
- Soap – Used for washing.
Our Home Objects Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
Chair, chair, we sit down,
All around our little town.
Pot, pot, cook our food,
Eating makes us feel so good.
Spoon, spoon, scoop and eat,
Oh, our home is super neat!
Actions:
- “Chair, chair, we sit down”: Point to a chair or pretend to sit.
- “Pot, pot, cook our food”: Make a stirring motion with hands.
- “Spoon, spoon, scoop and eat”: Pretend to scoop and eat.
- “Oh, our home is super neat!”: Clap hands.
Watch and Learn About Home Objects
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce each object one by one. Hold up the real object or point to its picture on a chart. Say the name clearly and slowly. Then, demonstrate its simple use. For example, for “chair,” say “This is a chair. We sit on a chair,” and then sit on it. Repeat the name and use multiple times. Encourage pupils to repeat the names after you.
What to show or demonstrate: Show real objects like a chair, pot, spoon, cup, comb, sponge, pillow, broom. Use charts/posters for objects like a bed or table that are harder to bring into the classroom. Demonstrate the simple action associated with each object (e.g., sitting, stirring, drinking, combing, washing, sweeping, resting head).
How to use the rhyme/song: Sing the “Our Home Objects Rhyme” several times, encouraging pupils to join in with the actions. Use it as a fun way to reinforce the names and uses of the objects. You can sing it after introducing a few objects, or at the end of the identification section.
How to use the video: Introduce the video by saying, “Let’s watch a video about more things we see at home!” Play the video. After watching, point to some of the objects shown in the video and ask pupils to name them or show their use if possible, to check their recognition. Pause the video to name objects if needed.
What to watch for: Observe if pupils are able to point to the correct object when named, and if they can mimic the simple actions associated with the objects. Watch for pupils who are shy and encourage them gently to participate by pointing or repeating words.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Manipulation of Objects
- Repetition
- Video Observation
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engaging/Greeting
Teacher’s Activity: The teacher greets the pupils warmly and sings a short “Welcome to School” song. The teacher then asks, “Who lives in a home?” and “What do you see in your home?”
Pupils’ Activity: Pupils respond to greetings, sing along, and may point to themselves or say “Me!”
Learning Point: Pupils feel welcomed and connect to the concept of “home.”
Step 2: Identification of Objects (Sitting Room)
Time: 5 minutes
Teaching Skill: Naming/Demonstration
Teacher’s Activity: The teacher shows a real chair and a picture of a table. The teacher names each object clearly, says its use (e.g., “This is a chair. We sit on it.”), and demonstrates the action (sitting on the chair). The teacher asks pupils to repeat the names and mimic the action.
Pupils’ Activity: Pupils observe, repeat the names “chair” and “table,” point to the objects, and mimic sitting down.
Learning Point: Pupils identify and name a chair and table, and understand their simple uses.
Step 3: Identification of Objects (Kitchen)
Time: 5 minutes
Teaching Skill: Naming/Demonstration
Teacher’s Activity: The teacher brings out a small pot, a spoon, and a cup. The teacher names each object, explains its use (e.g., “This is a pot. We cook in it.”), and demonstrates the action (pretending to stir with a spoon, pretending to drink from a cup). The teacher encourages pupils to repeat and mimic.
Pupils’ Activity: Pupils observe, repeat the names “pot,” “spoon,” and “cup,” point to the objects, and mimic cooking, stirring, and drinking.
Learning Point: Pupils identify and name kitchen objects and understand their simple uses.
Step 4: Identification of Objects (Bedroom/Bathroom)
Time: 5 minutes
Teaching Skill: Naming/Demonstration
Teacher’s Activity: The teacher shows a pillow, a comb, a sponge, and a bar of soap. The teacher names each object, explains its use (e.g., “This is soap. We use it to wash.”), and demonstrates the action (pretending to comb hair, pretending to wash with soap/sponge). The teacher also shows a picture of a bed and explains its use.
Pupils’ Activity: Pupils observe, repeat the names “pillow,” “comb,” “sponge,” “soap,” and “bed,” point to the objects/pictures, and mimic combing, washing, and resting their head.
Learning Point: Pupils identify and name bedroom/bathroom objects and understand their simple uses.
Step 5: Rhyme and Video Reinforcement
Time: 4 minutes
Teaching Skill: Reinforcement/Engagement
Teacher’s Activity: The teacher leads pupils in singing the “Our Home Objects Rhyme” with actions two to three times. Then, the teacher plays the short educational video on household objects, encouraging pupils to point to objects they recognise.
Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, pointing to familiar objects.
Learning Point: Pupils reinforce their recognition of objects through song and visual media.
Step 6: Pupil Demonstration/Practice
Time: 4 minutes
Teaching Skill: Guided Practice
Teacher’s Activity: The teacher places a few real objects (chair, spoon, cup, comb) on a mat. The teacher asks pupils to come forward one by one to pick an object, name it, and show how it is used. The teacher provides gentle guidance and praise.
Pupils’ Activity: Pupils take turns to pick an object, name it (with help), and demonstrate its use.
Learning Point: Pupils actively demonstrate their understanding of objects and their uses.
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.
- “Point to the chair.”
- “What do we use a spoon for?” (Teacher can prompt by mimicking eating).
- “Show me how you wash your hands with soap.”
- “What is this?” (Holding up a pot).
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: Summarising/Closing
Teacher’s Activity: The teacher praises pupils for their participation and reminds them that their homes have many useful objects. The teacher sings a short goodbye song.
Pupils’ Activity: Pupils respond to praise and sing the goodbye song.
Learning Point: Pupils conclude the lesson with a positive feeling and a reinforced understanding of home objects.
Lesson Keywords
- Home – The place where we live.
- Objects – The things we see and use.
- Chair – Something we sit on.
- Pot – Used for cooking.
- Spoon – Used for eating.
- Soap – Used for washing.
Differentiation
- Support: For pupils who are struggling, the teacher can use fewer objects, provide more one-on-one repetition, use hand-over-hand guidance for demonstrations, or focus only on identifying two very familiar objects. Use larger, more distinct pictures.
- Extension: For pupils who quickly grasp the concepts, the teacher can ask them to identify additional objects in the classroom that resemble home objects (e.g., a classroom table, a toy bed) or encourage them to name an object they use at home that was not shown.
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