Revision of First-Term Health Habits for Pre-School Level 4

Class: Pre-School Level 4
Term: Second Term
Week: 1
Age: 5 years
Duration: 30 minutes
Subject: Health Habits
Curriculum Theme: Health Habits
Previous Lesson: Not separately stated in the scheme. (Pupils have previously learned various health habits in the first term.)
Topic: Revision of First-Term Health Habits
Subject Matter: Revision. Weekly focus: Revision of First-Term Health Habits.

Specific Objectives

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

Cognitive Domain

• Recall at least three good health habits learned in the first term.
• Identify pictures showing good health habits.
• State simple reasons why good health habits are important.

Affective Domain

• Show willingness to practice good health habits daily.
• Appreciate the feeling of being clean and healthy.

Psychomotor Domain

• Demonstrate the correct steps for washing hands.
• Show how to brush teeth properly using a toothbrush.

Social Domain

• Participate actively in discussions about health habits.
• Share their knowledge of good habits with classmates.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Relevant Early Childhood Care and Education resources
• Early years health education workbooks

Instructional Materials

• Pictures showing children washing hands, brushing teeth, bathing, and combing hair.
• A bar of soap, a small basin of water, a towel (for demonstration).
• A toothbrush and toothpaste (for demonstration).
• Previous notes/charts on health habits from the first term.

Rationale for the Lesson

This revision lesson is important to reinforce the foundational health habits learned in the first term. Regular review helps pupils remember and consistently practice these habits, which are crucial for their personal hygiene, health, and well-being in their daily lives.

Prerequisite/Previous Knowledge

Pupils have been taught various health habits such as handwashing, brushing teeth, and bathing in the first term. They are familiar with the basic concepts of cleanliness and personal hygiene.

Lesson Content/Board Summary

Revision of First-Term Health Habits

Good health habits keep us strong and prevent us from getting sick. It is important to remember and practice them every day.

What are Health Habits?

Health habits are things we do regularly to keep our bodies clean, strong, and healthy. They help us stay well and happy.

Examples of Good Health Habits:

1. Washing Hands: We wash our hands with soap and water:
   • Before eating.
   • After using the toilet.
   • After playing outside.
   • When they look dirty.
2. Brushing Teeth: We brush our teeth with toothpaste and a toothbrush:
   • In the morning when we wake up.
   • At night before we sleep.
   This keeps our teeth strong and clean, and our breath fresh.
3. Bathing Daily: We take a bath every day with soap and water to wash away dirt and germs.
4. Keeping Hair Clean: We comb our hair and wash it regularly to keep it neat and free from dirt.
5. Cutting Nails: We keep our fingernails and toenails short and clean to stop germs from hiding under them.

Why are Good Health Habits Important?

• They help us stay healthy and strong.
• They stop us from getting sick.
• They make us look neat and feel fresh.
• They make us happy!

Key Words

• Habits – things we do often.
• Health – being strong and not sick.
• Clean – free from dirt and germs.
• Germs – tiny things that can make us sick.

Clean Hands and Body Song

Tune: “Twinkle, Twinkle Little Star”

Wash, wash, wash your hands,
Wash them clean with soap and water.
Rub, rub, rub them well,
Germs go bye-bye, can’t you tell?
Brush, brush, brush your teeth,
Up and down and all beneath.
Bathe, bathe, bathe your body,
Clean and fresh for everybody!

Actions: Mimic washing hands, brushing teeth, and bathing while singing.

How to use the rhyme: Sing the song together, demonstrating the actions for each line. Repeat several times to help pupils remember the habits.

Watch and Learn About Healthy Habits

The teacher will show a short video about good health habits to reinforce the lesson.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Repetition, Practical Activity, Video Demonstration.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils and reminds them that they learned many important things last term. The teacher asks, “Who can remember some things we learned to do to keep ourselves clean and healthy?”

Pupils’ Activity: Pupils respond to the greeting and try to recall some health habits from the first term, e.g., “washing hands!” or “brushing teeth!”

Learning Point: Pupils recall previous knowledge about health habits.

Step 2: Presentation of Handwashing

Time: 5 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher displays pictures of handwashing and asks, “What is this child doing?” The teacher explains why handwashing is important and demonstrates the correct steps for washing hands using soap and water (if possible, or miming the actions). The teacher asks, “When should we wash our hands?”

Pupils’ Activity: Pupils identify the action in the picture, watch the demonstration carefully, and answer when they should wash their hands (e.g., “before eating,” “after toilet”).

Learning Point: Pupils recall the importance and steps of handwashing.

Step 3: Guided Practice – Handwashing

Time: 4 minutes

Teaching Skill: Guided Practice/Reinforcement

Teacher’s Activity: The teacher leads pupils in miming the steps of handwashing, saying the actions aloud: “Wet hands, apply soap, rub palms, rub back of hands, rub between fingers, rinse, dry.” The teacher sings the handwashing part of the “Clean Hands and Body Song.”

Pupils’ Activity: Pupils follow the teacher’s lead, miming the handwashing steps and singing along to the song.

Learning Point: Pupils practice the physical actions for handwashing.

Step 4: Presentation of Brushing Teeth

Time: 5 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher shows a picture of a child brushing teeth and asks, “What is this child doing?” The teacher explains why brushing teeth is important and demonstrates the correct way to brush teeth using a toothbrush (and toothpaste, if available, on a model or just miming). The teacher asks, “When do we brush our teeth?”

Pupils’ Activity: Pupils identify the action, watch the demonstration, and answer when they should brush their teeth (e.g., “morning,” “night”).

Learning Point: Pupils recall the importance and steps of brushing teeth.

Step 5: Guided Practice – Brushing Teeth and General Cleanliness

Time: 4 minutes

Teaching Skill: Guided Practice/Reinforcement

Teacher’s Activity: The teacher leads pupils in miming the actions of brushing teeth. The teacher then briefly discusses bathing daily, keeping hair clean, and cutting nails, showing relevant pictures. The teacher sings the “Clean Hands and Body Song” again, encouraging pupils to do all the actions.

Pupils’ Activity: Pupils mime brushing teeth, look at the pictures, and sing the song with actions for all the habits.

Learning Point: Pupils practice the physical actions for brushing teeth and recall other cleanliness habits.

Step 6: Video Reinforcement

Time: 3 minutes

Teaching Skill: Visual Reinforcement

Teacher’s Activity: The teacher introduces a short educational video about good health habits, saying, “Let’s watch a video to see more about keeping ourselves healthy!” The teacher plays the verified YouTube video.

Pupils’ Activity: Pupils watch the video attentively and identify the health habits shown.

Learning Point: Pupils visually reinforce their understanding of good health habits.

Step 7: Evaluation/Review

Time: 4 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. “Show me how you wash your hands.”
2. “Show me how you brush your teeth.”
3. “Name one thing we do to keep our body clean.”
4. “Why is it good to wash our hands?”

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: Summarizing/Encouraging

Teacher’s Activity: The teacher praises the pupils for their participation and reminds them to always practice good health habits at home and at school to stay healthy and happy. The teacher leads a final round of the “Clean Hands and Body Song.”

Pupils’ Activity: Pupils listen, respond, and sing the song one last time.

Learning Point: Pupils are encouraged to apply good health habits in their daily lives.

Lesson Keywords

• Habits – things we do often.
• Health – being strong and not sick.
• Clean – free from dirt and germs.
• Germs – tiny things that can make us sick.
• Brush – to clean with a brush.
• Wash – to clean with water and soap.

Differentiation

• Support: For pupils who struggle to recall or demonstrate, the teacher will provide more one-on-one prompts, repeat demonstrations slowly, and allow them to copy a peer’s actions. Use larger, clearer pictures.
• Extension: For pupils who quickly grasp the concepts, the teacher can ask them to name another health habit not discussed in detail (e.g., eating healthy food, exercising) or explain in their own words why a particular habit is important. They can also lead a part of the demonstration.

Note for teachers using this lesson plan

Before the lesson, ensure you have all the necessary instructional materials ready, especially the soap, water, towel, toothbrush, and pictures. The practical demonstrations are key for this age group, so make them clear and engaging. Encourage active participation from all pupils, even the shy ones, by asking simple questions or inviting them to mime actions. Emphasize that these habits are not just for school but for everyday life at home. Observe pupils during the practical activities to gauge their understanding and ability to perform the actions correctly. Understanding for preschoolers is best judged by what they can do and say, rather than written responses.