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

Class: Pre-School Level 4
Term: Third Term
Week: 1
Age: 5 years
Duration: 30 minutes
Subject: Basic Science and Technology
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Various Basic Science and Technology concepts from First Term.
Topic: REVISION OF FIRST-TERM BASIC SCIENCE AND TECHNOLOGY
Subject Matter: Revision of Parts of the Body, Sense Organs, and Living/Non-Living Things.

Specific Objectives

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

Cognitive Domain

• Identify and name at least five major parts of their body.
• State the use of each of the five sense organs.
• Differentiate between simple living and non-living things.

Affective Domain

• Appreciate the importance of their body parts and senses.
• Show curiosity about the world around them.

Psychomotor Domain

• Point to different parts of their body when named.
• Demonstrate the use of each sense organ (e.g., covering eyes to show seeing).
• Sort objects into living and non-living categories.

Social Domain

• Participate actively in group activities and discussions during the revision.

Reference Materials

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

Instructional Materials

• Body parts chart.
• Pictures or flashcards of eyes, nose, ears, tongue, skin.
• Real objects: a small plant, a toy car, a stone, a doll, a book, a fruit.
• Picture cards of various living (e.g., child, dog, bird) and non-living (e.g., table, ball, cup) things.

Rationale for the Lesson

This revision lesson is important to reinforce foundational science concepts learned in the first term. It helps pupils recall essential knowledge, ensuring a strong base for new learning and preparing them for subsequent topics in Basic Science and Technology.

Prerequisite/Previous Knowledge

Pupils have previously learned about basic body parts, sense organs, and simple classification of living and non-living things in the first term.

Lesson Content/Board Summary

REVISION OF FIRST-TERM BASIC SCIENCE AND TECHNOLOGY

Parts of Our Body

We have many parts in our body. Each part helps us do different things.

• Head: Where our brain, eyes, nose, mouth, and ears are.
• Eyes: To see.
• Nose: To smell and breathe.
• Mouth: To eat and talk.
• Ears: To hear.
• Hands: To hold, clap, and write.
• Legs: To walk, run, and jump.

Our Five Sense Organs

We have five special body parts called sense organs that help us understand the world around us.

• Eyes: For seeing (sight). We see colours, shapes, and people.
• Ears: For hearing (sound). We hear music, voices, and animal sounds.
• Nose: For smelling (smell). We smell food, flowers, and sometimes bad odours.
• Tongue: For tasting (taste). We taste sweet, sour, bitter, and salty foods.
• Skin: For touching (touch). We feel hot, cold, soft, hard, smooth, and rough things.

Living and Non-Living Things

Things around us can be grouped into two: living things and non-living things.

• Living Things:
  • Can move on their own.
  • Can grow.
  • Need food, water, and air.
  • Can breathe.
  • Can reproduce (have babies).
  • Examples: Humans, animals, plants.
• Non-Living Things:
  • Cannot move on their own.
  • Do not grow.
  • Do not need food, water, or air.
  • Cannot breathe.
  • Cannot reproduce.
  • Examples: Stone, table, car, book, chair.

Key Words

• Body parts – Different parts of our body like head, hands, legs.
• Senses – Special ways we know about the world (seeing, hearing, smelling, tasting, touching).
• Living – Things that can grow, move, and breathe.
• Non-living – Things that cannot grow, move, or breathe.

What the Teacher Should Show or Draw

• Display a large chart of the human body, pointing to different parts.
• Show clear pictures of the five sense organs (eyes, ears, nose, tongue, skin).
• Present real objects or picture cards of a plant (living), a toy car (non-living), a child (living), a stone (non-living) for classification.

The Five Senses Song

Tune: “Are You Sleeping, Brother John?”

Lyrics:
My eyes see, my eyes see,
Many things, many things.
My ears hear, my ears hear,
Sounds so clear, sounds so clear.

My nose smells, my nose smells,
Nice and sweet, nice and sweet.
My tongue tastes, my tongue tastes,
Yummy treats, yummy treats.

My skin feels, my skin feels,
Soft and rough, soft and rough.
Five senses, five senses,
They help me learn enough!

Actions:

• Point to eyes when singing “My eyes see”.
• Cup hands behind ears when singing “My ears hear”.
• Point to nose when singing “My nose smells”.
• Stick out tongue when singing “My tongue tastes”.
• Rub hands together when singing “My skin feels”.
• Hold up five fingers for “Five senses”.

How to use the rhyme: Sing this song after discussing the sense organs. Encourage pupils to perform the actions as they sing to reinforce the connection between the organ and its function.

Watch and Learn About Our Senses

Let’s watch a short video to remind us about our amazing five senses!

Teaching Methods/Instructional Techniques

Demonstration, Guided Practice, Question and Answer, Songs and Rhymes, Picture Talk, Manipulation of Objects, Repetition, Play-based Learning.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and starts with a familiar “Head, Shoulders, Knees and Toes” song to warm them up and activate prior knowledge about body parts.

Pupils’ Activity: Pupils greet the teacher and sing along, pointing to their body parts as they sing.

Learning Point: Pupils are engaged and begin to recall names of body parts.

Step 2: Reviewing Parts of the Body

Time: 5 minutes

Teaching Skill: Identification/Naming

Teacher’s Activity: The teacher displays a body parts chart. The teacher points to different body parts on the chart and on their own body, naming them clearly. The teacher asks pupils to point to the same body parts on themselves and say their names. The teacher asks simple questions like, “What do we use our hands for?”

Pupils’ Activity: Pupils point to their own body parts, repeat the names, and give simple answers about their uses (e.g., “I use my hands to clap”).

Learning Point: Pupils recall and correctly identify major body parts and their basic functions.

Step 3: Reviewing Our Five Sense Organs

Time: 5 minutes

Teaching Skill: Identification/Functionality

Teacher’s Activity: The teacher shows pictures of the five sense organs one by one (eyes, ears, nose, tongue, skin). For each, the teacher names the organ and briefly demonstrates its use (e.g., “These are our eyes, we use them to see,” then points to eyes). The teacher asks pupils to identify each organ and say what it does.

Pupils’ Activity: Pupils identify the sense organs, point to them on their own bodies, and state their uses (e.g., “Eyes for seeing,” “Ears for hearing”).

Learning Point: Pupils recall and understand the five sense organs and their specific functions.

Step 4: Rhyme and Video Reinforcement

Time: 4 minutes

Teaching Skill: Auditory/Visual Learning

Teacher’s Activity: The teacher leads pupils in singing “The Five Senses Song” with actions. Afterwards, the teacher shows the short educational video about the five senses.

Pupils’ Activity: Pupils sing the song with actions and watch the video attentively, repeating key phrases or actions from the video.

Learning Point: Concepts of sense organs and their uses are reinforced through song and visual media.

Step 5: Revising Living and Non-Living Things

Time: 5 minutes

Teaching Skill: Classification/Observation

Teacher’s Activity: The teacher brings out various real objects or picture cards (e.g., a small plant, a toy car, a stone, a doll, a fruit). The teacher holds up each item and asks, “Is this a living thing or a non-living thing?” The teacher guides pupils to explain why (e.g., “A plant is living because it grows and needs water”).

Pupils’ Activity: Pupils observe the objects/pictures, respond “living” or “non-living,” and give simple reasons for their answers.

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

Step 6: Guided Practice/Activity

Time: 4 minutes

Teaching Skill: Application/Demonstration

Teacher’s Activity: The teacher plays a quick “Teacher Says” game for body parts (e.g., “Teacher says touch your nose!”). Then, the teacher asks questions like, “What do you use to eat your food?” or “What do you use to hear a drum?”

Pupils’ Activity: Pupils quickly touch the correct body part or name the correct sense organ in response to the teacher’s instructions/questions.

Learning Point: Pupils actively apply their knowledge of body parts and sense organs.

Step 7: Evaluation/Review

Time: 3 minutes

Teaching Skill: Questioning/Assessment

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

1. “Point to your ears. What do you use your ears for?”
2. “Show me your hands. What can you do with your hands?”
3. “I have a plant here. Is it a living thing or a non-living thing? Why?”
4. “What do we use our tongue for?”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (e.g., pointing, stating function, classifying).

Learning Point: Pupils demonstrate understanding of the lesson’s revision topics.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summary/Reinforcement

Teacher’s Activity: The teacher briefly reminds pupils that they revised important things about their body, senses, and living/non-living things. The teacher praises pupils for their participation and good recall.

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

Learning Point: Pupils feel a sense of accomplishment and have the lesson concepts reinforced.

Lesson Keywords

• Body parts – Head, hands, legs, eyes, nose, mouth, ears.
• Senses – Seeing, hearing, smelling, tasting, touching.
• Living – Things that grow, move, and breathe (e.g., plants, animals).
• Non-living – Things that do not grow, move, or breathe (e.g., stones, toys).

Differentiation

• Support: For pupils who struggle, use larger pictures, provide hand-over-hand guidance for pointing, and repeat instructions slowly. Focus on identifying just two or three key body parts or senses.
• Extension: For quicker learners, ask them to name additional body parts, describe more uses for their senses (e.g., “What else can you smell?”), or identify more complex examples of living/non-living things from the classroom environment.

Note for teachers using this lesson plan

Prepare all instructional materials (charts, pictures, real objects) in advance and arrange them for easy access. Keep the activities highly interactive and fast-paced to maintain the attention of 5-year-olds. Encourage all pupils to participate, especially during the “Teacher Says” game and classification activity. Observe closely to see which concepts pupils recall easily and which still need more reinforcement. Understanding should be evident through their ability to point, name, and demonstrate the functions of body parts and senses, as well as correctly classify objects. Repeat the songs and rhymes frequently throughout the week to aid memory.