Note for teachers using this lesson plan

Before this lesson, prepare pictures of ears (human and animal), real objects that make distinct sounds (e.g., a small bell, a drum, a rattle), and a simple picture of an ear for pupils to colour. The central idea for pupils is that their ears help them hear many different sounds. Emphasize the safety rule of never putting anything into their ears. Successful learning will be observed when pupils can point to their ears and make a listening gesture when a sound is made.

Class: Pre-School Level 1
Term: First Term
Week: 7
Age: 2 years
Duration: 30 minutes
Subject: Pre-Science
Curriculum Theme: Pre-Science
Previous Lesson: Introduction to Body Parts
Topic: The Ear
Subject Matter: The Ear; Identification of the ear; Uses of the ear.

Specific Objectives

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

Cognitive Domain

Identify their ears when asked.
Name one use of the ear (to hear).
Identify different sounds using their ears.

Affective Domain

Show interest in learning about their ears.
Listen attentively to sounds.

Psychomotor Domain

Point to their ears.
Make a listening gesture.
Colour a picture of an ear.

Participate in simple group listening activities.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 1
Relevant Early Childhood Care and Education resources

Instructional Materials

Charts showing human ears and animals with prominent ears
Posters of children listening
Real objects that make sounds (e.g., bell, rattle, small drum)
MP4 Player (for video/audio)
Crayons
Printed pictures of an ear for colouring

Rationale for the Lesson

This lesson helps 2-year-old pupils understand a vital part of their body, the ear, and its primary function: hearing. By exploring sounds and identifying their ears, children develop early self-awareness and pre-science observation skills, which are crucial for interacting safely and effectively with their environment.

Prerequisite/Previous Knowledge

Pupils can identify some other basic body parts like their eyes, nose, and mouth.

Lesson Content/Board Summary

The Ear: Identification and Uses

Our ears are special parts of our body. We have two ears, one on each side of our head.

Identification of the Ear

We can touch and point to our ears. (Teacher points to ear, pupils imitate).

Uses of the Ear

We use our ears to hear. Our ears help us hear many different sounds around us.

We hear music with our ears.
We hear mommy’s voice with our ears.
We hear a bell ring with our ears.
We hear a car horn with our ears.
We hear animal sounds (like a dog barking or a cat meowing) with our ears.

Safety Rule: Never put anything inside your ears. Only a doctor should check inside your ears.

Key Words

Ear – The part of our body we use to hear.
Hear – To listen to sounds with our ears.
Sound – What we hear with our ears (e.g., music, voices, bells).

The Ear Song

Tune: “Twinkle, Twinkle Little Star”

My little ears, my little ears,
Help me hear, help me hear.
Sounds all around, loud and clear,
My little ears, help me hear!

Actions: Point to ears, cup hands behind ears, turn head as if listening, point to ears again.

Watch and Listen

https://www.youtube.com/watch?v=F-BqC4F8S5w

💡 Teacher Guide for Using This Board Summary

How to teach the content: Begin by asking pupils to point to different body parts they know. Then, introduce the ear by pointing to your own ear and having pupils imitate. Use the charts and posters to show different ears. Emphasize that ears help us hear. Make various sounds with the real objects and ask pupils to listen and identify what they hear. Repeat key words like “ear” and “hear” clearly and often.

What to show or demonstrate: Show pictures of ears. Point to your own ear. Make sounds with a bell, rattle, or drum. Demonstrate listening by cupping your hand to your ear. Show how to colour the ear picture.

How to use the rhyme/song: Introduce “The Ear Song” after discussing the uses of the ear. Sing it slowly and clearly, demonstrating the actions. Encourage pupils to join in with the actions and repeat simple words. Sing the song several times throughout the lesson to reinforce the concept.

How to use the video: Introduce the video as a fun way to learn more about ears and sounds. Play the video on the MP4 player. Encourage pupils to watch and listen. After the video, ask simple questions like “What did the video say our ears do?” or “What sounds did you hear in the video?” and have them point to their ears.

What to watch for: Observe if pupils can correctly point to their ears and make listening gestures. Watch for their reactions to different sounds. Ensure they understand the safety rule about not putting things in their ears.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils and leads them in a simple “Head, Shoulders, Knees, and Toes” song, pointing to body parts. Then, the teacher says, “Today, we will learn about a special part of our body called the ear!”

Pupils’ Activity: Pupils greet the teacher, sing the song, and point to body parts. They listen attentively to the introduction.

Learning Point: Pupils are engaged and ready to learn about the ear.

Step 2: Identification of the Ear

Time: 5 minutes

Teaching Skill: Demonstration/Identification

Teacher’s Activity: The teacher points to their own ear and says, “This is my ear. Can you point to your ear?” The teacher helps pupils gently point to their ears. The teacher shows a chart of a human ear and asks, “What is this?”

Pupils’ Activity: Pupils point to their ears, imitating the teacher. They look at the chart and try to say “ear” or point to it.

Learning Point: Pupils can identify and point to their ears.

Step 3: Uses of the Ear (Hearing Sounds)

Time: 7 minutes

Teaching Skill: Practical Demonstration/Observation

Teacher’s Activity: The teacher explains, “We use our ears to hear!” The teacher then makes different sounds using the instructional materials (e.g., rings a bell, shakes a rattle, taps a drum) and asks, “What did you hear?” The teacher encourages pupils to make a listening gesture (cupping hand to ear).

Pupils’ Activity: Pupils listen to the sounds, make listening gestures, and try to identify what they hear (e.g., “bell,” “drum,” or just “sound”).

Learning Point: Pupils understand that ears help them hear different sounds.

Step 4: Rhyme/Song Reinforcement

Time: 4 minutes

Teaching Skill: Singing/Movement

Teacher’s Activity: The teacher introduces and sings “The Ear Song” with actions. The teacher sings slowly, repeating lines and actions to encourage participation.

Pupils’ Activity: Pupils listen, try to sing along, and perform the actions (pointing to ears, cupping hands to ears).

Learning Point: Pupils reinforce the concept of ears and hearing through song and movement.

Step 5: Video and Discussion

Time: 4 minutes

Teaching Skill: Visual Learning/Discussion

Teacher’s Activity: The teacher introduces the video, “Let’s watch a fun video about our ears!” The teacher plays the verified YouTube video. After the video, the teacher asks simple questions like, “What do our ears do?” and encourages pupils to point to their ears.

Pupils’ Activity: Pupils watch the video, listen to the sounds and words, and respond to the teacher’s questions by pointing or making sounds.

Learning Point: Pupils gain further understanding of the ear’s function through visual and auditory reinforcement.

Step 6: Creative Activity (Colouring)

Time: 3 minutes

Teaching Skill: Guided Practice/Fine Motor

Teacher’s Activity: The teacher distributes pictures of an ear and crayons. The teacher guides pupils to colour the picture of the ear, reminding them what it is.

Pupils’ Activity: Pupils pick up crayons and colour the picture of the ear with guidance.

Learning Point: Pupils develop fine motor skills and reinforce the identification of the ear.

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.

“Point to your ears.”
“What do we use our ears for?” (Teacher makes a sound, e.g., claps hands, and asks, “What did you hear?”)
“Can you make a listening face?”
Show a picture of an ear and ask, “What is this?”

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/Closure

Teacher’s Activity: The teacher praises the pupils for their good listening and participation. The teacher reminds them, “Always take care of your ears, they help you hear!” and dismisses the class.

Pupils’ Activity: Pupils listen to the teacher, say “Thank you,” and prepare for the next activity.

Learning Point: Pupils feel encouraged and remember the importance of their ears.

Lesson Keywords

Ear – The part of our body that helps us hear.
Hear – To use our ears to listen to sounds.
Sound – Anything we can hear, like music, voices, or a bell.

Differentiation

Support: For pupils who struggle to identify their ears, the teacher will provide more one-on-one guidance, hand-over-hand pointing, and extra repetition. Use larger, clearer pictures of ears.
Extension: For pupils who quickly grasp the concept, the teacher can ask them to identify more complex sounds (e.g., a bird chirping from outside) or point to the ears of different animals on a chart.