Note for teachers using this lesson plan
Before this lesson, ensure you have charts or pictures of children showing different body parts, a mirror, and optional name tags ready. The central idea is for pupils to confidently identify and state their own name, age, and sex, and to name and point to basic body parts. Observe pupils as they introduce themselves and actively participate in songs and games involving body parts and names.
Class: Pre-School Level 2
Term: First Term
Week: 1
Age: 3 years
Duration: 30 minutes
Subject: Social Habits
Curriculum Theme: Social Habits
Previous Lesson: Greetings and Courtesy in School
Topic: SELF-AWARENESS: NAME, AGE, SEX AND BODY PARTS
Subject Matter: SELF-AWARENESS (Talking About Self). Weekly focus: Self-Awareness: Name, Age, Sex and Body Parts.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- State their own name, age, and sex.
- Name at least five basic body parts.
Affective Domain
- Show confidence when introducing themselves to others.
- Enjoy participating in songs and games about self and body parts.
Psychomotor Domain
- Point to their own basic body parts when named.
- Perform actions for songs involving body parts.
Social Domain
- Introduce themselves by name to their classmates.
- Take turns during group activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 2
- Relevant Early Childhood Care and Education resources
Instructional Materials
- Charts showing pictures of children and various body parts
- A small mirror
- Pictures of boys and girls
- Name tags (optional)
- Audio/video player
Rationale for the Lesson
This lesson helps young children develop a foundational understanding of who they are, which is crucial for building self-esteem and identity. By learning their name, age, sex, and body parts, pupils gain a sense of self, which supports their social interactions, personal safety, and overall development as they navigate their world.
Prerequisite/Previous Knowledge
Children at this age can recognise their own name when called, can say a few words, and are familiar with their immediate family members.
Lesson Content/Board Summary
SELF-AWARENESS: NAME, AGE, SEX AND BODY PARTS
What is Self-Awareness?
Self-awareness means knowing about yourself. It’s knowing your name, how old you are, if you are a boy or a girl, and what your body parts are.
My Name
Everyone has a special name. Your name is how people know you.
Example: “My name is Bola.” or “My name is Emeka.”
My Age
Age is how many years you have lived.
Example: “I am 3 years old.” (For Pre-School Level 2 pupils)
My Sex
We are all either a boy or a girl.
Example: “I am a boy.” or “I am a girl.”
My Body Parts
Our body has many parts that help us do different things.
- Head: Where our brain is, helps us think.
- Eyes: Help us see.
- Nose: Helps us smell.
- Mouth: Helps us eat and talk.
- Ears: Help us hear.
- Hands: Help us touch, hold, and play.
- Fingers: Small parts of our hands.
- Legs: Help us stand, walk, and run.
- Feet: Bottom parts of our legs.
- Toes: Small parts of our feet.
My Name Chant
Tune: Spoken chant
What’s your name? What’s your name?
Tell us now, it’s not a game!
(Pupil’s name) is my name, yes it’s true!
(Pupil’s name) is my name, how about you?
Actions: Point to self, then point to a friend, clap hands.
Body Parts Song
This video features the classic “Head, Shoulders, Knees, and Toes” song, which is excellent for learning and identifying body parts with actions.
Key Words
- Name – What people call you.
- Age – How many years old you are.
- Boy – A male child.
- Girl – A female child.
- Head – The top part of your body.
- Hands – Body parts used for holding and touching.
- Legs – Body parts used for walking and running.
- Eyes – Body parts used for seeing.
- Nose – Body part used for smelling.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Start by asking pupils to look in a mirror and point to themselves. Explain “self-awareness” simply as knowing about ‘me’. Model introducing yourself first (e.g., “My name is Miss Ada, I am a lady, and I am grown up”). Then guide each pupil to say their name, age (confirming 3 years for most Level 2 pupils, or asking them to state their actual age), and whether they are a boy or a girl. Use pictures of boys and girls to reinforce the concept of sex. For body parts, point to your own body parts and name them clearly, then ask pupils to point to theirs. Use the charts to show clear images of body parts.
What to show or demonstrate: Demonstrate how to introduce yourself clearly. Point to your own head, eyes, nose, mouth, ears, hands, and legs while naming them. Use the charts and pictures to visually reinforce each body part and the concepts of boy/girl.
How to use the rhyme/song: Introduce the “My Name Chant” by saying it yourself first, then encourage pupils to repeat their names. Repeat the chant several times, inviting different pupils to say their names. For the “Body Parts Song” (Head, Shoulders, Knees, and Toes), demonstrate the actions clearly and sing along with the pupils. Repeat the song with actions multiple times to help them remember.
How to use the video: Introduce the video as a fun way to learn about body parts. Play the “Head, Shoulders, Knees, and Toes” video and encourage pupils to sing along and perform the actions as they watch. After watching, ask pupils to practise singing and doing the actions without the video.
What to watch for: Observe if pupils can confidently state their name and age. Watch for correct identification and pointing to body parts. Some pupils might be shy; encourage them gently. Correct pronunciation of body parts as needed.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Question and Answer
- Role-play (introducing self)
- Imitation
- Manipulation of Objects (pointing to self/charts)
- Repetition
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Greeting
Teacher’s Activity: The teacher greets the pupils warmly and sings a short welcome song. The teacher then introduces the topic by asking, “Who are you? What is your name?”
Pupils’ Activity: Pupils respond to greetings and the welcome song. Some pupils may attempt to say their names.
Learning Point: Pupils are engaged and introduced to the concept of self-identity.
Step 2: My Name
Time: 5 minutes
Teaching Skill: Modelling/Guided Practice
Teacher’s Activity: The teacher models, “My name is Miss [Teacher’s Name].” The teacher then guides each pupil to introduce themselves by saying, “My name is [Pupil’s Name].” The teacher uses the “My Name Chant” to reinforce.
Pupils’ Activity: Each pupil takes a turn to say, “My name is [their name].” Pupils participate in the “My Name Chant.”
Learning Point: Pupils learn to state their name clearly.
Step 3: My Age and Sex
Time: 4 minutes
Teaching Skill: Explanation/Visual Aid
Teacher’s Activity: The teacher explains what age means and states, “I am 3 years old” (as a model for Level 2). The teacher then asks pupils to state their age. The teacher shows pictures of boys and girls and asks, “Are you a boy or a girl?”
Pupils’ Activity: Pupils state their age (e.g., “I am 3 years old”). Pupils identify themselves as a “boy” or a “girl.”
Learning Point: Pupils understand and state their age and sex.
Step 4: Introduction to Body Parts
Time: 5 minutes
Teaching Skill: Demonstration/Observation
Teacher’s Activity: The teacher uses a chart of body parts and points to her own body parts, naming them clearly (head, eyes, nose, mouth, ears, hands, legs). The teacher asks pupils to point to the same parts on their own bodies.
Pupils’ Activity: Pupils observe the teacher and point to their own body parts as named.
Learning Point: Pupils begin to recognise and identify basic body parts.
Step 5: Body Parts Song and Actions
Time: 5 minutes
Teaching Skill: Song/Movement
Teacher’s Activity: The teacher introduces the “Head, Shoulders, Knees, and Toes” song. The teacher plays the video and leads pupils in singing and performing the actions. The teacher repeats the song several times.
Pupils’ Activity: Pupils watch the video, sing along, and perform the actions for the body parts song.
Learning Point: Pupils reinforce learning of body parts through song and movement.
Step 6: Practical Application (Body Part Identification)
Time: 4 minutes
Teaching Skill: Guided Practice/Reinforcement
Teacher’s Activity: The teacher calls out a body part (e.g., “Show me your eyes!”) and pupils point to it. The teacher may also use the mirror for pupils to see their own features.
Pupils’ Activity: Pupils point to the named body parts on themselves or in the mirror.
Learning Point: Pupils demonstrate the ability to identify and point to body parts.
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.
- “What is your name?”
- “How old are you?”
- “Are you a boy or a girl?”
- “Point to your nose.”
- “Show me your 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: 1 minute
Teaching Skill: Recap/Praise
Teacher’s Activity: The teacher praises the pupils for participating actively and for learning about themselves. The teacher reminds them that knowing about themselves is important.
Pupils’ Activity: Pupils listen and respond to praise.
Learning Point: Pupils feel a sense of accomplishment and consolidate the lesson’s importance.
Lesson Keywords
- Name – What people call you.
- Age – How many years old you are.
- Boy – A male child.
- Girl – A female child.
- Head – The top part of your body.
- Hand – Body part used for holding.
- Leg – Body part used for walking.
- Eye – Body part used for seeing.
- Nose – Body part used for smelling.
Differentiation
- Support: For pupils who struggle to introduce themselves, the teacher can provide sentence starters (e.g., “My name is…”) or use hand-over-hand guidance to help them point to body parts. Focus on just 2-3 body parts initially for those who find it challenging.
- Extension: For pupils who quickly grasp the concepts, encourage them to identify more body parts (e.g., elbow, knee, shoulder) or ask them, “What do you do with your hands?” to encourage thinking about the function of body parts. They can also help a shy friend introduce themselves.
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