Note for teachers using this lesson plan
Before the lesson, prepare charts or posters showing the head and clear pictures of children engaged in activities that require thinking (e.g., solving a puzzle, looking thoughtful). Have a doll or toy with a head available. The central idea for pupils is that their head helps them to think. Observe pupils touching their head and attempting to say “think” or pointing to pictures of thinking as a sign of successful learning.
Class: Pre-School Level 1
Term: Second Term
Week: 7
Age: 2 years
Duration: 30 minutes
Subject: Pre-Science
Curriculum Theme: Pre-Science
Previous Lesson: Identification of other body parts
Topic: Parts of the Body – The Head
Subject Matter: Identification of the head; Uses of the head. Weekly focus: Uses of the Head.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify their head when asked.
- State one use of the head (for thinking).
Affective Domain
- Show interest in learning about their body.
- Participate actively in class activities.
Psychomotor Domain
- Touch their head on command.
- Point to pictures of people thinking.
Social Domain
- Listen attentively to the teacher.
- Take turns during group activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education resources
Instructional Materials
- Charts showing the head and its parts
- Pictures of children thinking (e.g., solving a puzzle, looking thoughtful)
- A doll or toy with a head
- A small mirror (optional, for self-observation)
Rationale for the Lesson
Understanding one’s body parts is a fundamental aspect of self-awareness for young children. Learning about the head and its primary function, thinking, helps pupils appreciate their body’s capabilities and lays a basic foundation for understanding how they interact with the world around them.
Prerequisite/Previous Knowledge
Pupils can identify some basic body parts like hands, feet, and eyes. They can also follow simple instructions and participate in songs.
Lesson Content/Board Summary
Uses of the Head
Our head is the top part of our body.
What does our head help us do?
Our head helps us to THINK!
- When we want to remember a friend’s name, our head helps us think.
- When we want to solve a puzzle, our head helps us think.
- When we want to choose what to play, our head helps us think.
Our head also has our eyes to see, our ears to hear, our nose to smell, and our mouth to talk.
Key Words
- Head – The top part of our body.
- Think – To use our brain to understand, remember, or make choices.
My Thinking Head Rhyme
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
My little head, so round and neat,
Helps me think, oh what a treat!
Think of games and friends so dear,
My little head is always near.
Think of colours, big and small,
My head helps me think of all!
Actions: Touch head, point to temple, nod head, point to self.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by asking pupils to touch their head. Explain that the head is very important. Introduce the main use of the head: “thinking.” Use simple language and repetition. Connect “thinking” to everyday actions children understand, like remembering names or choosing toys.
What to show or demonstrate: Use the doll or a picture to point to the head. Demonstrate the action of “thinking” by putting a finger to your temple and looking thoughtful. Show pictures of children thinking or solving simple problems. Ask pupils to imitate the “thinking” gesture.
How to use the rhyme/song: Introduce the “My Thinking Head Rhyme” after pupils have grasped the concept of “thinking.” Sing it slowly, demonstrating the actions (touching head, pointing to temple, nodding). Repeat the rhyme several times, encouraging pupils to join in with the words and actions.
What to watch for: Observe if pupils can correctly identify and touch their head. Watch for their attempts to imitate the “thinking” gesture and say “think.” Provide gentle correction and encouragement as needed.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Repetition
- Manipulation of Objects
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils and leads them in singing “Head, Shoulders, Knees and Toes,” emphasizing the “head” part. The teacher then asks, “Where is your head?”
Pupils’ Activity: Pupils greet the teacher, sing and point to body parts, and point to their head when asked.
Learning Point: Pupils are engaged and can identify their head.
Step 2: Identification of the Head
Time: 4 minutes
Teaching Skill: Identification/Observation
Teacher’s Activity: The teacher shows a doll or a picture of a child and points to its head, saying, “This is the head.” The teacher then asks pupils to touch their own head and repeat “head.”
Pupils’ Activity: Pupils observe the doll/picture, touch their own head, and repeat the word “head” after the teacher.
Learning Point: Pupils can correctly identify and touch their head.
Step 3: Introducing the Use of the Head (Thinking)
Time: 5 minutes
Teaching Skill: Concept Introduction/Demonstration
Teacher’s Activity: The teacher asks, “What does our head help us do?” The teacher then shows a picture of a child looking thoughtful or solving a simple puzzle and says, “Our head helps us to THINK.” The teacher demonstrates putting a finger to the temple and looking thoughtful.
Pupils’ Activity: Pupils observe the pictures, listen to the explanation, and try to imitate the “thinking” gesture.
Learning Point: Pupils are introduced to the concept that the head helps them think.
Step 4: Guided Practice – Connecting Head to Thinking
Time: 5 minutes
Teaching Skill: Guided Practice/Repetition
Teacher’s Activity: The teacher says, “Let’s all touch our head and say ‘think’!” The teacher repeats this several times. The teacher shows different pictures (e.g., a child trying to remember something, a child choosing a toy) and asks, “What is the head doing here? It is helping them THINK.”
Pupils’ Activity: Pupils touch their head and say “think” with the teacher. They point to the head in the pictures when prompted.
Learning Point: Pupils begin to connect the physical head with the action of thinking.
Step 5: Rhyme Reinforcement
Time: 4 minutes
Teaching Skill: Reinforcement/Creative Expression
Teacher’s Activity: The teacher introduces the “My Thinking Head Rhyme” and sings it slowly with the appropriate actions. The teacher repeats the rhyme, encouraging pupils to join in with words and movements.
Pupils’ Activity: Pupils listen to the rhyme, attempt to sing along, and perform the actions (touching head, pointing to temple, nodding).
Learning Point: The lesson concept is reinforced through a fun, repetitive song and movement.
Step 6: Application of Learning
Time: 4 minutes
Teaching Skill: Application/Questioning
Teacher’s Activity: The teacher asks simple, practical questions related to thinking: “What do you use to remember your friend’s name?” (Head/Think). “What helps us decide what game to play?” (Head/Think). The teacher guides pupils to respond by touching their head or saying “think.”
Pupils’ Activity: Pupils respond to questions by pointing to their head or saying “think” with teacher guidance.
Learning Point: Pupils apply the concept of thinking to simple, familiar scenarios.
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.
- “Show me your head.”
- “What does your head help you do?” (Prompt for “think” if needed).
- “Point to the child who is thinking in this picture.”
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/Encouragement
Teacher’s Activity: The teacher praises pupils for their active participation and reminds them that their head is a very important part of their body because it helps them think and learn many things.
Pupils’ Activity: Pupils listen and respond positively to the teacher’s encouragement.
Learning Point: Pupils appreciate the importance of their head.
Lesson Keywords
- Head – The top part of our body.
- Think – To use our brain to understand, remember, or make choices.
Differentiation
- Support: For pupils who struggle, provide hand-over-hand guidance to touch their head. Use only one picture for “thinking” and repeat the word “think” more frequently. Allow them to simply point to their head as a response.
- Extension: For pupils who grasp the concept quickly, ask them to identify other parts of the head (eyes, nose, mouth) and briefly mention what they help us do (see, smell, talk). Encourage them to demonstrate “thinking” in different ways.
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