Class: Pre-School Level 4

Term: Third Term

Week: 1

Age: 5 years

Duration: 30 minutes

Subject: Physical and Health Education

Curriculum Theme: Physical and Health Education

Previous Lesson: Various Physical and Health Education topics taught in the second term.

Topic: REVISION OF SECOND-TERM PHYSICAL AND HEALTH EDUCATION

Subject Matter: REVISION. Weekly focus: Revision of Second-Term 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 running, jumping, and hopping.
Identify different body parts and state their simple functions.
Remember simple health habits such as washing hands and brushing teeth.
Recall basic safety rules at home and school.

Affective Domain

Show enthusiasm in participating in physical activities.
Appreciate the importance of good health habits.
Listen attentively to safety instructions.

Psychomotor Domain

Demonstrate basic movements like running, jumping, and hopping correctly.
Perform simple actions related to health habits (e.g., miming handwashing).
Move safely within the play area.

Cooperate with peers during group activities.
Take turns when playing games.

Reference Materials

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

Instructional Materials

Open space for movement
Picture cards showing various movements (running, jumping, hopping)
Flashcards depicting body parts
Charts or pictures illustrating good health habits (handwashing, brushing teeth)
Pictures showing safety rules (e.g., not playing with fire, looking left and right before crossing)
A soft ball (optional, for a simple game)
Teacher’s notebook (as per seed)

Rationale for the Lesson

This revision lesson helps pupils consolidate their learning from the second term, ensuring they have a strong foundation in physical activities, health habits, and safety. It reinforces important concepts, preparing them for new learning in the third term and promoting overall physical development and well-being.

Prerequisite/Previous Knowledge

Pupils have previously learned about various physical movements, body parts, health habits, and safety rules during the second term.

Lesson Content/Board Summary

REVISION OF SECOND-TERM PHYSICAL AND HEALTH EDUCATION

Today, we will revise some fun things we learned about moving our bodies, staying healthy, and staying safe!

1. Basic Movements

Running: Moving fast with our legs.
Jumping: Pushing off the ground with both feet.
Hopping: Jumping on one foot.

These movements help our bodies grow strong and healthy!

2. Body Parts and Their Functions

Legs: For running, jumping, walking.
Arms: For reaching, throwing, hugging.
Hands: For clapping, holding, washing.
Head: For thinking, looking, listening.

Each part of our body helps us do different things.

3. Good Health Habits

Washing hands: With soap and water, especially before eating and after using the toilet.
Brushing teeth: Twice a day to keep them clean and strong.
Bathing: Everyday to keep our bodies clean.

Good habits keep us healthy and strong!

4. Safety Rules

At home: Do not play with fire or sharp objects.
At school: Do not push friends, walk carefully.
On the road: Look left, right, left before crossing.

Safety rules protect us from harm.

Key Words

Run – move fast with legs.
Jump – push off the ground with both feet.
Wash – clean with water and soap.
Safe – protected from danger.

What the Teacher Should Show or Draw

Demonstrate running, jumping, and hopping movements.
Point to different body parts on themselves or a pupil.
Show pictures of children washing hands, brushing teeth, and bathing.
Display pictures illustrating safety rules (e.g., a child looking both ways before crossing the road, a child not touching a hot stove).

Movement and Health Rhyme

Tune: “Twinkle, Twinkle Little Star”

Run and jump and hop around,
Moving, moving, all around.
Wash our hands and brush our teeth,
Healthy bodies, underneath.
Safe we play and safe we learn,
Good habits, every turn!

Actions:

“Run and jump and hop around” – pupils mime running, jumping, hopping.
“Moving, moving, all around” – pupils spin gently.
“Wash our hands and brush our teeth” – pupils mime washing hands, brushing teeth.
“Healthy bodies, underneath” – pupils pat their chest.
“Safe we play and safe we learn” – pupils put hands together as if praying, then point to head.
“Good habits, every turn!” – pupils give a thumbs up.

How to use the rhyme: Sing the rhyme together, encouraging pupils to perform the actions. Repeat it several times throughout the lesson to reinforce the concepts of movement, health, and safety.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Motivation

Teacher’s Activity: The teacher greets the pupils warmly and reminds them that today they will review some fun things they learned last term in Physical and Health Education. The teacher leads a simple warm-up stretch.

Pupils’ Activity: Pupils greet the teacher and participate in the warm-up stretches.

Learning Point: Pupils are prepared and motivated for the lesson.

Step 2: Review Basic Movements

Time: 6 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher asks pupils to recall movements like running, jumping, and hopping. The teacher demonstrates each movement clearly and asks pupils to imitate. The teacher provides feedback and encourages correct form.

Pupils’ Activity: Pupils recall and name the movements, then imitate the teacher’s demonstrations of running, jumping, and hopping in the open space.

Learning Point: Pupils recall and demonstrate basic gross motor movements.

Step 3: Review Body Parts and Their Functions

Time: 5 minutes

Teaching Skill: Questioning/Identification

Teacher’s Activity: The teacher points to different body parts (e.g., legs, arms, hands, head) and asks pupils to name them and say what they are used for. The teacher uses flashcards of body parts if available.

Pupils’ Activity: Pupils identify body parts and state their functions (e.g., “Legs for running!”).

Learning Point: Pupils recall and identify body parts and their simple functions.

Step 4: Review Good Health Habits

Time: 5 minutes

Teaching Skill: Discussion/Reinforcement

Teacher’s Activity: The teacher shows pictures of good health habits (e.g., washing hands, brushing teeth, bathing). The teacher discusses why these habits are important and asks pupils to demonstrate how they perform them.

Pupils’ Activity: Pupils identify the health habits from the pictures, explain why they are important, and mime the actions (e.g., miming washing hands).

Learning Point: Pupils recall and demonstrate understanding of good health habits.

Step 5: Review Safety Rules

Time: 4 minutes

Teaching Skill: Picture Talk/Explanation

Teacher’s Activity: The teacher displays pictures illustrating various safety rules (e.g., not playing with sharp objects, looking left and right before crossing the road). The teacher asks pupils to identify the danger and the correct safety action.

Pupils’ Activity: Pupils identify dangers and state the appropriate safety rules for each picture.

Learning Point: Pupils recall and state basic safety rules.

Step 6: Movement and Health Game

Time: 3 minutes

Teaching Skill: Play-based Learning/Application

Teacher’s Activity: The teacher leads a quick game like “Simon Says” but with PHE actions (e.g., “Simon says run on the spot!”, “Simon says wash your hands!”). The teacher ensures all pupils participate safely.

Pupils’ Activity: Pupils listen to the teacher’s instructions and perform the actions if “Simon Says” is used.

Learning Point: Pupils apply their knowledge of movements and habits in a fun, interactive way.

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.

“Show me how you jump!”
“What do we use our legs for?”
“What should you do before eating?”
“What is one safety rule you remember?”

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: Summarising/Encouragement

Teacher’s Activity: The teacher praises the pupils for their active participation and good recall. The teacher reminds them to keep practicing good habits and staying safe. The teacher leads the class in singing the “Movement and Health Rhyme” one last time.

Pupils’ Activity: Pupils respond to the teacher’s praise and sing the rhyme.

Learning Point: Pupils feel encouraged and remember the key takeaways of the revision.

Lesson Keywords

Run – To move quickly using your legs.
Jump – To push yourself off the ground using your feet.
Hop – To jump on one foot.
Wash – To clean something with water and soap.
Safe – Not in danger or likely to be hurt.
Healthy – Strong and not sick.

Differentiation

Support: For pupils who struggle, the teacher can provide more direct modelling, use hand-over-hand guidance for movements, or simplify questions (e.g., “Point to your legs” instead of “What are your legs for?”). Use fewer choices for answers.
Extension: For pupils who grasp concepts quickly, the teacher can ask them to demonstrate a sequence of movements (e.g., “Run, then jump!”), name more body parts, or explain *why* a health habit or safety rule is important. They can also identify other examples of safety rules.

Note for teachers using this lesson plan

This revision lesson is designed to be highly interactive and active. Ensure you have ample open space for pupils to move freely and safely. Prepare your picture cards and charts in advance for smooth transitions between topics. The key is to make the revision fun and engaging, rather than a formal test. Observe pupils’ participation and demonstrations to gauge their understanding. Encourage all pupils, especially the shy ones, to join in the movements and discussions. Safety is paramount during physical activities; ensure clear boundaries and supervise closely. Praise effort and correct responses to build confidence. The “Movement and Health Rhyme” should be sung with enthusiasm to reinforce learning in a joyful way. Look for observable actions like correct movement, pointing, or miming to assess understanding.