Revision of Pre-School Level 3 Physical and Health Education for Pre-School Level 4

Class: Pre-School Level 4
Term: First Term
Week: 1
Age: 5 years
Duration: 30 minutes
Subject: Physical and Health Education
Curriculum Theme: Physical and Health Education
Previous Lesson: Not applicable (First week of a new level, focusing on revision)
Topic: Revision of Pre-School Level 3 Physical and Health Education
Subject Matter: Revision. Weekly focus: Revision of Pre-School Level 3 Physical and Health Education.

Specific Objectives

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

Cognitive Domain

• Recall and name basic movements like walking, running, and jumping.
• Identify different body parts used for movement.
• State simple health habits such as washing hands.
• Recall simple safety rules.

Affective Domain

• Participate enthusiastically in movement activities.
• Show willingness to follow health and safety instructions.

Psychomotor Domain

• Demonstrate basic movements like walking, running, jumping, and hopping.
• Point to and move different body parts as instructed.

Social Domain

• Take turns during group activities.
• Play cooperatively with peers.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 3 and 4.
• Relevant Early Childhood Care and Education resources.

Instructional Materials

• Open space for movement.
• Picture cards showing different movements (e.g., a child running, jumping).
• Picture cards showing good health habits (e.g., washing hands) and safety rules (e.g., not playing with fire).
• A notebook (as per seed, for teacher’s record).

Rationale for the Lesson

This revision lesson is crucial for Pre-School Level 4 pupils to consolidate their foundational knowledge and skills in Physical and Health Education from the previous level. It ensures they have a strong understanding of basic movements, body awareness, and essential health and safety practices before progressing to new concepts.

Prerequisite/Previous Knowledge

Pupils have previously learned and practised basic movements, identified body parts, and discussed simple health and safety rules in Pre-School Level 3.

Lesson Content/Board Summary

Revision of Pre-School Level 3 Physical and Health Education

Today, we are revising what we learned about moving our bodies, keeping healthy, and staying safe in Pre-School Level 3!

1. Basic Movements

• Walking: Moving one foot in front of the other.
• Running: Moving fast with quick steps.
• Jumping: Pushing off the ground with both feet and landing on both feet.
• Hopping: Jumping on one foot.
• Skipping: A step-hop movement.

2. Body Parts and Movement

• Our bodies have many parts that help us move.
• Legs and Feet: For walking, running, jumping, hopping.
• Arms and Hands: For swinging, clapping, reaching.
• Head: For nodding, turning.
• Whole Body: For bending, stretching.

3. Health Habits

• Washing Hands: Keeping our hands clean, especially before eating and after using the toilet.
• Brushing Teeth: Keeping our teeth clean and strong.
• Bathing: Keeping our whole body clean.

4. Safety Rules

• Do not play with sharp objects: Knives, broken glass.
• Do not run inside the classroom: We might fall or hurt ourselves.
• Do not talk to strangers: Always stay with a trusted adult.
• Look left and right before crossing the road.

Movement Rhyme: “Let’s Move Our Bodies”

Tune: “The Wheels on the Bus”

Lyrics:

Our feet go walk, walk, walk,
Walk, walk, walk, walk, walk, walk.
Our feet go walk, walk, walk,
All around the room.

Our legs go jump, jump, jump,
Jump, jump, jump, jump, jump, jump.
Our legs go jump, jump, jump,
Up and down we go!

Our hands go clap, clap, clap,
Clap, clap, clap, clap, clap, clap.
Our hands go clap, clap, clap,
To show what we know!

Actions:

• For “walk, walk, walk”: Walk slowly on the spot.
• For “jump, jump, jump”: Jump lightly on the spot.
• For “clap, clap, clap”: Clap hands together.

How to use the rhyme: The teacher leads pupils in singing and performing the actions, encouraging them to recall and demonstrate the movements.

Watch and Move Along

Let’s watch a short video about different ways our bodies can move and try to move along with it!

https://www.youtube.com/watch?v=A8vG4j8qH1Y

Key Words

• Walk – move slowly on your feet.
• Run – move quickly on your feet.
• Jump – push up from the ground with both feet.
• Hop – jump on one foot.
• Body parts – different sections of our body like head, arms, legs.
• Health – being strong and well.
• Safety – being protected from harm.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and asks them to stand up. “Good morning, everyone! Today, we are going to remember all the fun things we learned about moving our bodies, staying healthy, and keeping safe when you were in Pre-School Level 3. Are you ready to move?”

Pupils’ Activity: Pupils respond to the greeting and show excitement for the lesson.

Learning Point: Pupils are introduced to the revision topic and prepared for active participation.

Step 2: Revision of Basic Movements (Walking, Running)

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher asks, “Who remembers how to walk?” and demonstrates walking slowly. “Now, show me how you run!” The teacher guides pupils to walk and run safely in the open space, ensuring they maintain good spacing.

Pupils’ Activity: Pupils demonstrate walking and running as instructed by the teacher.

Learning Point: Pupils recall and demonstrate basic locomotor movements.

Step 3: Revision of Other Movements (Jumping, Hopping, Skipping)

Time: 5 minutes

Teaching Skill: Demonstration/Imitation

Teacher’s Activity: The teacher asks, “Can you show me how to jump? How about hopping on one foot? Who can skip?” The teacher demonstrates each movement clearly and encourages pupils to imitate.

Pupils’ Activity: Pupils demonstrate jumping, hopping, and skipping, trying their best to imitate the teacher.

Learning Point: Pupils recall and practise more complex locomotor movements.

Step 4: Body Parts and Movement

Time: 4 minutes

Teaching Skill: Questioning/Identification

Teacher’s Activity: The teacher leads the “Let’s Move Our Bodies” rhyme. After the rhyme, the teacher asks, “Which body parts help us walk? Which ones help us jump?” The teacher points to different body parts and asks pupils to name them and show how they move.

Pupils’ Activity: Pupils sing and perform actions for the rhyme. They name body parts and demonstrate their movements (e.g., wiggling fingers, stomping feet).

Learning Point: Pupils identify body parts and connect them to specific movements.

Step 5: Revision of Health Habits

Time: 4 minutes

Teaching Skill: Picture Talk/Discussion

Teacher’s Activity: The teacher shows picture cards of children washing hands and brushing teeth. “What is this child doing? Why is it important to wash our hands?” The teacher facilitates a short discussion on why these habits are good for our health.

Pupils’ Activity: Pupils identify the actions in the pictures and share simple reasons why the habits are important (e.g., “to remove germs,” “to have clean teeth”).

Learning Point: Pupils recall and understand the importance of basic health habits.

Step 6: Revision of Safety Rules

Time: 5 minutes

Teaching Skill: Storytelling/Role-play

Teacher’s Activity: The teacher presents scenarios or shows picture cards related to safety (e.g., a child about to touch a hot stove, children running with scissors). “Is this safe? What should we do instead?” The teacher guides pupils to state simple safety rules.

Pupils’ Activity: Pupils identify unsafe situations and state appropriate safety rules (e.g., “Don’t touch,” “Don’t run with scissors”).

Learning Point: Pupils recall and apply simple safety rules to everyday situations.

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 to run.”
2. “Point to your legs. What do we use our legs for?”
3. “What should you do before you eat your food?” (Expected answer: Wash hands)
4. “Is it safe to play with a knife?” (Expected answer: No)

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: Reinforcement

Teacher’s Activity: The teacher praises the pupils for their active participation and good recall. “Well done, everyone! You remembered so much about moving, staying healthy, and being safe. Keep practising these things every day!”

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

Learning Point: The lesson is concluded with positive reinforcement.

Lesson Keywords

• Walk – to move by putting one foot in front of the other.
• Run – to move very fast on your feet.
• Jump – to push yourself off the ground using your legs.
• Hop – to jump on one foot.
• Body – all of you, from your head to your toes.
• Health – being well and strong.
• Safety – being protected from danger.

Differentiation

• Support: For pupils who struggle with movements, the teacher can provide direct physical guidance (e.g., holding hands while hopping) or demonstrate at a slower pace. Use larger picture cards for health and safety discussions.
• Extension: For quicker learners, the teacher can ask them to combine movements (e.g., “run and then jump”) or explain *why* a certain health habit or safety rule is important in more detail. They can also identify additional body parts or safety scenarios.

Note for teachers using this lesson plan

For this revision lesson, ensure the classroom or outdoor space is clear and safe for movement activities. Encourage all pupils to participate actively, making it a fun and energetic session. Observe pupils’ movements and verbal responses to gauge their recall from Pre-School Level 3. For health and safety topics, use clear, simple language and relatable examples. Emphasize that understanding is shown through demonstration (e.g., showing how to jump) and simple oral responses. Repeat the rhyme and movements multiple times to reinforce learning. Be mindful of pupils’ individual physical abilities and provide encouragement and support as needed.