Note for teachers using this lesson plan

Before the lesson, gather a variety of common, safe household and outdoor objects or clear pictures of them (e.g., a cup, spoon, ball, toy car, picture of a house, tree). The central idea is for pupils to recognise these familiar objects and understand their very basic uses through looking, touching, and repeating. Observe pupils pointing to and naming objects, and attempting to say their simple uses.

Class: Pre-School Level 1
Term: First Term
Week: 2
Age: 2 years
Duration: 30 minutes
Subject: Social Habits
Curriculum Theme: Social Habits
Previous Lesson: Not separately stated in the scheme.
Topic: OBJECTS IN THE ENVIRONMENT
Subject Matter: Identification of objects; Uses of objects in the environment.

Specific Objectives

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

Cognitive Domain

Identify common objects in their immediate environment.
Name at least three common objects when shown.
State one simple use for familiar objects like a cup or a ball.

Affective Domain

Show interest in exploring objects around them.
Listen attentively as the teacher names objects and their uses.

Psychomotor Domain

Point to specific objects when asked.
Demonstrate simple actions related to an object’s use (e.g., pretend to drink from a cup).

Participate in group activities like singing a song about objects.
Take turns identifying objects.

Reference Materials

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

Instructional Materials

Real objects: cup, spoon, ball, toy car, book, crayon, shoe, comb, chair.
Picture cards or charts showing a house, tree, sun, water.
Video clips (e.g., “Everyday Objects for Kids”)

Rationale for the Lesson

This lesson helps two-year-olds develop their observation skills and expand their vocabulary by naming things they see every day. Understanding the simple uses of objects fosters independence and helps them interact safely and effectively with their environment.

Prerequisite/Previous Knowledge

Pupils are naturally curious and have a basic awareness of familiar items in their home and school environments.

Lesson Content/Board Summary

OBJECTS IN THE ENVIRONMENT AND THEIR USES

Our environment is full of many things! Everything we see around us is an object. Some objects are big, and some are small. We use these objects for different things every day.

Common Objects and Their Uses:

Cup: For drinking water or juice.
Spoon: For eating food.
Ball: For playing.
Toy Car: For playing and pushing.
Book: For looking at pictures and reading stories.
Crayon: For colouring and drawing.
House: Where we live and sleep.
Tree: Gives us shade and fruits.
Shoe: For wearing on our feet.
Comb: For combing our hair.

Key Words

Cup – for drinking.
Ball – for playing.
House – where we live.

Objects Around Us Rhyme

Tune: “Twinkle, Twinkle Little Star”

What is this? What is this?
It’s a cup, yes it is!
We drink water, sip, sip, sip,
From the cup, with a drip, drip, drip.

What is this? What is this?
It’s a ball, yes it is!
We can throw it, bounce and play,
Happy children every day!

Actions: Point to a cup, pretend to drink. Point to a ball, pretend to throw/bounce.

Watch and Learn About Objects

https://www.youtube.com/watch?v=F3_m_z7eQeE

💡 Teacher Guide for Using This Board Summary

How to teach the content: Introduce objects one by one using real items first, then pictures. Hold up each object, name it clearly, and demonstrate its simple use. Encourage pupils to repeat the name and imitate the action. Keep explanations very short and use simple, clear language.

What to show or demonstrate: Show a real cup and pretend to drink. Show a real ball and bounce/throw it gently. Show a toy car and push it. Point to pictures of a house and tree. Repeat names and actions several times for each object.

How to use the rhyme/song: Sing the “Objects Around Us Rhyme” slowly and clearly, demonstrating the actions. Repeat it several times, encouraging pupils to join in with the words and actions. Use the real objects (cup, ball) as you sing.

How to use the video: Introduce the video as a fun way to see and hear about more objects. Play the video, encouraging pupils to point to objects they recognise and repeat the names they hear. After watching, briefly review a few objects from the video, asking pupils to name them.

What to watch for: Observe if pupils can point to the correct object when named. Listen for their attempts to repeat the object names and simple uses. Provide positive reinforcement for all attempts.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Repetition, Manipulation of Objects.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets pupils warmly and asks them to look around the classroom. “Good morning, children! Look around you. What do you see?” The teacher points to a few familiar objects in the classroom (e.g., a chair, a table, a book). “Today, we will talk about all the wonderful things we see around us!”

Pupils’ Activity: Pupils respond to greetings and look around the classroom, pointing to objects they see.

Learning Point: Pupils become aware of objects in their immediate surroundings.

Step 2: Identification of Common Objects (Teacher-led)

Time: 5 minutes

Teaching Skill: Naming/Association

Teacher’s Activity: The teacher brings out real objects one by one (e.g., cup, ball, spoon, toy car). For each object, the teacher holds it up, names it clearly, and asks pupils to repeat the name. “This is a cup. Say ‘cup’!” “This is a ball. Say ‘ball’!” The teacher also shows picture cards for objects like a house or tree.

Pupils’ Activity: Pupils listen, look at the objects, and repeat the names after the teacher.

Learning Point: Pupils begin to recognise and name common objects.

Step 3: Discussing Uses of Objects (Teacher-led)

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: Using the same objects, the teacher demonstrates and explains their simple uses. “This cup is for drinking water.” (Teacher pretends to drink). “This ball is for playing.” (Teacher bounces the ball gently). The teacher encourages pupils to imitate the actions.

Pupils’ Activity: Pupils watch the demonstrations and imitate the simple actions related to the objects’ uses.

Learning Point: Pupils understand the basic functions of familiar objects.

Step 4: Rhyme Reinforcement

Time: 4 minutes

Teaching Skill: Musicality/Repetition

Teacher’s Activity: The teacher introduces and sings the “Objects Around Us Rhyme,” using the real cup and ball as props. The teacher encourages pupils to join in with the words and actions. The rhyme is repeated 2-3 times.

Pupils’ Activity: Pupils listen, sing along with the teacher, and perform the actions for the cup and ball.

Learning Point: Pupils reinforce object names and uses through song and movement.

Step 5: Video Observation and Discussion

Time: 4 minutes

Teaching Skill: Visual Learning/Engagement

Teacher’s Activity: The teacher plays the short video “Everyday Objects for Kids.” During the video, the teacher points to objects on the screen and encourages pupils to name them. After the video, the teacher asks, “What did you see in the video?” and prompts pupils to name a few objects.

Pupils’ Activity: Pupils watch the video, point to objects they recognise, and try to name them. They respond to the teacher’s questions after the video.

Learning Point: Pupils expand their recognition of objects through visual media.

Step 6: Guided Practice / “Show Me” Game

Time: 3 minutes

Teaching Skill: Application/Identification

Teacher’s Activity: The teacher places several objects on a mat. “Now, let’s play a game! Show me the cup!” The teacher gives simple instructions for pupils to point to or pick up specific objects. “What is this for?” (holding up a spoon).

Pupils’ Activity: Pupils point to or pick up the named objects. They attempt to say the use of an object when asked.

Learning Point: Pupils apply their knowledge to identify objects and state 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 ball.”
(Holding up a cup) “What is this?”
“What do we use a spoon for?”
“Show me the book.”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (e.g., pointing, naming, making a simple action).

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summary/Reinforcement

Teacher’s Activity: The teacher praises pupils for their participation. “You all did very well today! We learned about many objects around us and what we use them for. Keep looking for objects everywhere you go!”

Pupils’ Activity: Pupils listen and clap for themselves.

Learning Point: Pupils feel successful and are encouraged to continue observing their environment.

Lesson Keywords

Object – a thing that you can see and touch.
Cup – for drinking.
Ball – for playing.
House – where we live.
Spoon – for eating.

Differentiation

Support: For pupils who need extra help, use fewer objects at a time, repeat names and uses more frequently, and provide hand-over-hand guidance for pointing. Focus on just 2-3 key objects.
Extension: For pupils who grasp the concepts quickly, introduce a new familiar object (e.g., a pencil, a plate) and ask them to identify it and suggest its use. Ask them to find an object of a specific colour or size from the displayed items.