| Objectives | Students will be able to: (1) name major body parts (head, shoulders, knees, toes); (2) explain one function of each (eyes see, ears hear); (3) sing a body parts song. |
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| Materials | Body parts chart, song audio/lyrics, outline of a child on large paper, crayons. |
| Key vocabulary | head, shoulders, knees, toes, eyes, ears, mouth, nose, hands, feet |
| Engage (starter) | (10 min) Sing “Head, Shoulders, Knees and Toes” with actions. Touch parts as named. |
| Develop (main) | (35 min) 1. Using the chart, point and name additional parts: elbows, fingers, tummy. 2. Game: “Teacher says touch your nose” – practise listening and pointing. 3. On the large child outline, children take turns sticking labelled arrows to body parts. 4. Draw a self-portrait and label at least 5 parts (teacher writes labels). 5. Discuss functions: “Eyes help us see. What do ears do?” |
| Plenary (close) | (10 min) Body parts rap – teacher says “I wiggle my ____”, children fill and wiggle. Sing song again. |
| Assessment | Self-portrait includes at least 5 labelled parts; can state one function of a part. |
| Teacher notes | Link to health lesson next day: keeping our bodies clean. |
| Objectives | Students will be able to: (1) name healthy foods and “sometimes” foods; (2) sort food pictures into two groups; (3) explain why we need food. |
|---|---|
| Materials | Food pictures (fruits, vegetables, rice, chicken, sweets, chips), two hoops labelled “Healthy” and “Sometimes”, drawing paper. |
| Key vocabulary | healthy, energy, fruit, vegetable, sometimes food |
| Engage (starter) | (10 min) Bring a real fruit basket and a bag of sweets. Ask: Which one should we eat more of? Why? |
| Develop (main) | (35 min) 1. Discuss that food gives us energy to play and learn. 2. Show food pictures, children name them. 3. Sort into hoops: healthy (every day) and sometimes (once in a while). 4. Draw a plate with a healthy meal: draw and colour items. 5. Tell a partner what is on the plate and why it’s healthy. |
| Plenary (close) | (10 min) “Healthy Food Parade” – children walk around showing their plates, saying “I am eating healthy because I have ____.” |
| Assessment | Sorting activity correct; plate includes at least 3 healthy foods. |
| Teacher notes | No food shaming; acknowledge that sometimes foods can be enjoyed in small amounts. |
| Objectives | Students will be able to: (1) list ways to stay clean (wash hands, brush teeth, bath); (2) demonstrate proper handwashing steps; (3) create a morning routine chart. |
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| Materials | Bucket, water, soap, towel for demo, handwashing poster, routine chart templates, cut-out pictures. |
| Key vocabulary | clean, wash, brush, bath, germs, soap |
| Engage (starter) | (10 min) Sprinkle a little glitter (germs) on a child’s hands. Ask: How can we get rid of these glitter germs? Wash hands! |
| Develop (main) | (35 min) 1. Teach the handwashing song (sing twice while scrubbing) and steps. 2. Let children practise handwashing at the sink. 3. Discuss other clean habits: brushing teeth, bathing, combing hair. 4. Cut and paste pictures to make a morning routine chart (wake up, brush teeth, wash face, eat breakfast). 5. Pairs explain their chart to each other. |
| Plenary (close) | (10 min) Class recites “This is the way we wash our hands” with actions. Display routine charts. |
| Assessment | Chart shows correct sequence; child demonstrates handwashing steps during practise. |
| Teacher notes | Send chart home with a note encouraging families to use it as a visual reminder. |
| Objectives | Students will be able to: (1) say “Jamaica” and recognise the flag; (2) colour the Jamaican flag correctly; (3) share one thing they love about Jamaica. |
|---|---|
| Materials | Jamaican flag (large), flag colouring sheets (black, green, gold crayons), pictures of Jamaican scenes (beach, mountains, food). |
| Key vocabulary | Jamaica, flag, island, country |
| Engage (starter) | (10 min) Display the flag. Ask: What colours do you see? What country does this belong to? We live in Jamaica. |
| Develop (main) | (35 min) 1. Discuss that Jamaica is our country, an island in the sea. 2. Show pictures: beaches, Blue Mountains, ackee, reggae music. 3. Colour the flag – teacher ensures correct colours on each section. 4. Write/copy “I love Jamaica because...” and draw a favourite Jamaican thing. 5. Listen to a short snippet of the national anthem. |
| Plenary (close) | (10 min) Flag parade: children wave their coloured flags while singing a simple Jamaica song. Show drawings. |
| Assessment | Flag coloured with correct colours; drawing includes one identifiable Jamaican element. |
| Teacher notes | Introduce simple national symbols next week. |
| Objectives | Students will be able to: (1) name potential dangers at home and school; (2) give a safety rule for each; (3) create a “Safe Place” poster. |
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| Materials | Picture cards of dangers (hot stove, sharp scissors, running with sticks), poster paper, markers. |
| Key vocabulary | safety, danger, careful, hot, sharp |
| Engage (starter) | (10 min) Show a picture of a child near a hot stove. Ask: Is this safe? What could happen? |
| Develop (main) | (35 min) 1. Brainstorm dangerous things at home (fire, plugs, sharp objects) and at school (running, climbing fences). 2. For each, elicit a rule: “Don’t touch the stove”, “Walk in the hallway”. 3. Role-play safe behaviours (how to carry scissors, how to ask for help). 4. Draw a “Safe Place” poster – a house or classroom with labels showing safe actions. 5. Pairs practise telling each other a safety rule. |
| Plenary (close) | (10 min) Safety pledge: children repeat “I will be safe at home and school.” Hang posters. |
| Assessment | Poster includes at least one home and one school safety rule. |
| Teacher notes | Reinforce these rules regularly; link to classroom rules. |