Second Term Revision of First-Term Basic Science and Technology for Pre-School Level 4

Class: Pre-School Level 4
Term: Second Term
Week: 1
Age: 5 years
Duration: 30 minutes
Subject: Basic Science and Technology
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Pupils were introduced to various Basic Science and Technology concepts in the first term.
Topic: REVISION OF FIRST-TERM BASIC SCIENCE AND TECHNOLOGY
Subject Matter: Revision of First-Term Basic Science and Technology.

Specific Objectives

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

Cognitive Domain

• Recall and name some parts of the body.
• Identify the five sense organs and state one use for each.
• Distinguish between living and non-living things.
• Give examples of living and non-living things.

Affective Domain

• Participate actively in revision activities.
• Show interest in learning about their body and the world around them.

Psychomotor Domain

• Point to different body parts when named.
• Demonstrate the use of their sense organs.
• Sort pictures or objects into living and non-living categories.

Social Domain

• Take turns when answering questions or participating in games.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4.
• Early Childhood Care and Education resources.
• Relevant early-years Basic Science and Technology workbooks.

Instructional Materials

• Large chart showing parts of the body.
• Picture cards of the five sense organs (eyes, ears, nose, tongue, skin).
• Pictures of various living things (e.g., child, dog, plant, bird).
• Pictures of various non-living things (e.g., table, stone, car, ball).
• Real objects: a toy car (non-living), a small potted plant (living), a stone (non-living).
• Flashcards with words like “Living” and “Non-Living”.

Rationale for the Lesson

This revision lesson is crucial for reinforcing foundational Basic Science and Technology concepts learned in the first term. It helps pupils consolidate their understanding, build confidence, and prepare for new topics in the second term by ensuring a strong grasp of previous knowledge.

Prerequisite/Previous Knowledge

Pupils have been introduced to and learned about basic science concepts such as parts of the body, sense organs, and living and non-living things during the first term.

Lesson Content/Board Summary

REVISION OF FIRST-TERM BASIC SCIENCE AND TECHNOLOGY

1. Parts of the Body

• Our body has many parts.
• Examples: Head, eyes, nose, mouth, ears, hands, legs, stomach, fingers, toes.
• Each part helps us do different things. For example, our legs help us walk and run.

2. Sense Organs and Their Uses

• We have five sense organs that help us learn about the world.
• Eyes: We use our eyes to see. (e.g., see colours, shapes, people).
• Ears: We use our ears to hear. (e.g., hear music, voices, sounds).
• Nose: We use our nose to smell. (e.g., smell food, flowers, perfumes).
• Tongue: We use our tongue to taste. (e.g., taste sweet, sour, bitter food).
• Skin: We use our skin to feel/touch. (e.g., feel hot, cold, smooth, rough).

My Body Song

Tune: “Head, Shoulders, Knees and Toes”

Eyes, ears, nose and mouth, nose and mouth.
Eyes, ears, nose and mouth, nose and mouth.
Hands and feet and fingers too.
Eyes, ears, nose and mouth, nose and mouth.

Actions: Pupils point to each body part as it is named in the song.

How to use the rhyme: Sing the song together, encouraging pupils to point to their own body parts. Repeat several times to reinforce recognition.

3. Living and Non-Living Things

• Living Things:
  • They can grow.
  • They can move on their own.
  • They need food and water.
  • They can breathe.
  • Examples: People, animals (dog, cat, bird), plants (tree, flower).
• Non-Living Things:
  • They do not grow.
  • They cannot move on their own.
  • They do not need food or water.
  • They do not breathe.
  • Examples: Stone, table, car, ball, book.

Watch and Practise

Let’s watch a fun song about body parts and sing along!

https://www.youtube.com/watch?v=FzF0x8xJ28A

Key Words

• Body – the physical structure of a person or animal.
• Senses – the five natural powers (sight, hearing, smell, taste, touch) through which we receive information about the world.
• Living – things that grow, move, eat, and breathe.
• Non-living – things that do not grow, move on their own, eat, or breathe.

What the Teacher Should Show or Draw

• Display a large chart of the human body, pointing to different parts.
• Show picture cards of eyes, ears, nose, tongue, and skin.
• Display pictures or real objects of living things (e.g., a child, a pet, a plant) and non-living things (e.g., a table, a stone, a toy car).

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils warmly and leads them in a familiar welcome song. The teacher then tells the pupils that today they will revise some interesting things they learned last term about their bodies and the world around them.

Pupils’ Activity: Pupils respond to greetings and sing the welcome song. They listen attentively to the teacher.

Learning Point: Pupils are settled and ready for the lesson, understanding that it is a revision class.

Step 2: Revision of Parts of the Body

Time: 5 minutes

Teaching Skill: Identification/Demonstration

Teacher’s Activity: The teacher displays the body parts chart and asks pupils to name parts they remember. The teacher then leads the “My Body Song” (Eyes, ears, nose and mouth…) while pointing to each body part. The teacher also asks pupils to point to their own body parts.

Pupils’ Activity: Pupils name body parts they recall. They sing the song and point to their eyes, ears, nose, mouth, hands, and feet.

Learning Point: Pupils recall and identify common parts of their body.

Step 3: Revision of Sense Organs

Time: 5 minutes

Teaching Skill: Explanation/Practical Application

Teacher’s Activity: The teacher shows picture cards of the five sense organs one by one. For each organ, the teacher asks, “What do we use our (eyes/ears/nose/tongue/skin) for?” and demonstrates its use. For example, “We use our eyes to see,” then points to eyes. The teacher encourages pupils to repeat and demonstrate.

Pupils’ Activity: Pupils identify the sense organs. They repeat the use of each organ and demonstrate (e.g., pretend to smell a flower, touch their skin).

Learning Point: Pupils recall the five sense organs and their basic uses.

Step 4: Revision of Living and Non-Living Things

Time: 6 minutes

Teaching Skill: Classification/Comparison

Teacher’s Activity: The teacher displays pictures and real objects (e.g., a potted plant, a toy car, a stone, a picture of a child). For each item, the teacher asks, “Is this living or non-living?” and prompts pupils to explain why. The teacher guides them to remember characteristics like growth, movement, and need for food/water.

Pupils’ Activity: Pupils identify whether each item is living or non-living and give simple reasons (e.g., “The plant is living because it grows,” “The car is non-living because it doesn’t eat”).

Learning Point: Pupils recall the characteristics of living and non-living things and can classify them.

Step 5: Video Reinforcement

Time: 3 minutes

Teaching Skill: Visual Learning/Reinforcement

Teacher’s Activity: The teacher announces that they will watch a short, fun video about body parts. The teacher plays the “The Body Parts Song” video from YouTube and encourages pupils to sing along and do the actions.

Pupils’ Activity: Pupils watch the video, sing along, and imitate the actions, reinforcing their knowledge of body parts.

Learning Point: Pupils enjoy a visual and auditory reinforcement of body parts.

Step 6: Interactive Game: “Sense Organ Action”

Time: 3 minutes

Teaching Skill: Application/Engagement

Teacher’s Activity: The teacher calls out an action related to a sense organ (e.g., “Show me how you smell a flower!”, “Show me how you listen to music!”, “Show me how you see a bird!”). Pupils perform the action and identify the sense organ used.

Pupils’ Activity: Pupils perform the actions and name the sense organ (e.g., “Nose!”, “Ears!”, “Eyes!”).

Learning Point: Pupils actively apply their knowledge of sense organs in a fun 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.

1. “Point to your nose. What do you use it for?”
2. “Is a dog a living thing or a non-living thing? Why?”
3. “What do we use our ears for?”
4. The teacher shows a picture of a flower and asks, “Is this living or non-living?”

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: Summary/Praise

Teacher’s Activity: The teacher praises the pupils for their active participation and good recall. The teacher briefly reminds them that they revised parts of the body, sense organs, and living/non-living things. The teacher ends the lesson with a positive remark.

Pupils’ Activity: Pupils listen to the teacher and respond to praise.

Learning Point: Pupils leave the lesson feeling accomplished and encouraged.

Lesson Keywords

• Body – parts of our physical self.
• Senses – how we learn about the world (see, hear, smell, taste, touch).
• Living – things that grow, eat, move, breathe.
• Non-living – things that do not grow, eat, move on their own.

Differentiation

• Support: For pupils who struggle, focus on identifying 2-3 major body parts, 1-2 key sense organs (e.g., eyes, ears), and very clear examples of living (person) and non-living (stone) things. Use hand-over-hand to help them point.
• Extension: For quicker learners, ask them to name more body parts, describe more functions of sense organs, or give additional examples of living and non-living things from their environment. They could also compare two items and explain why one is living and the other is not.

Note for teachers using this lesson plan

Prepare all instructional materials (charts, pictures, real objects) before the lesson to ensure a smooth flow. Make the revision highly interactive and visual, as 5-year-olds learn best by doing and seeing. Use lots of repetition for key concepts and encourage all pupils to participate, especially in the songs and actions. Observe which pupils recall concepts easily and which need more support, so you can tailor your questions and activities. Understanding is best judged by what the child can point to, say, or demonstrate. Ensure the video is pre-loaded and ready to play.