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Month 1 · Week 2 · Day 1 | Pebble

Nursery (3–4 years) · Month 1 · Week 2

Day 1

Body parts, sense organs, and what they do

WeekNext

Child identifies capital letters by name when shown on flashcards — beginning the systematic recognition of all 26 capi… Child names all major body parts and states one function of each — building body awareness vocabulary and understanding…

Teaching1h 40mPrep18 minStart Teaching

Today at a Glance

  1. 9:00 AM · Settling In

    15 min

    Arrival & Settling In

    Routine

  2. 9:15 AM · Circle Time

    25 min

    Circle Time Songs

    Music & Movement

    • OPENING SONG3–5 min

      Hickety Pickety My Black Hen

      Actions included — see song resource card

    • CLOSING SONG3–5 min

      Good Morning Train

      Actions included — see song resource card

  3. 9:40 AM · Literacy

    25 min

    Capital Letter Hunt — Recognising Letters by Name

    Literacy

  4. 10:05 AM · General Awareness

    25 min

    My Body — Naming Body Parts and Their Functions

    General Awareness

  5. 10:30 AM · Snack

    20 min

    Snack & break

    Wash hands, snack, bathroom, and a gentle reset before the next learning block.

    Routine

  6. 10:50 AM · Gross Motor

    25 min

    Jumping with Both Feet — Bilateral Liftoff

    Gross Motor

  7. 11:15 AM · Numeracy

    25 min

    More and Less — Group Comparison

    Numeracy

  8. 11:40 AM · Free Play & Departure

    20 min

    Free Play & Departure

    Quick recap: Today we explored capital letter hunt, my body, and jumping with both feet, finishing with more and less. Invite children to share one favourite moment, then sing your goodbye song. Child-led exploration and calm goodbye.

    Routine

Quick Preparation

Materials to gather

Resources to print

Songs to prepare

Storybook

Setup checklist

0 of 18 items ready

Assessment Today

Home Connection

Activity

Feeling face mirror: stand with your child in front of the bathroom mirror.

Conversation starter

What letter is that?

Suggested book

Week 2: My Five Senses by Aliki

Optional extension

Find those letters on the alphabet poster and in a friend's name.

Quick Stats

4

Activities

1h 40m

Teaching Time

18 min

Prep Time

2

Resources

2

Songs

0

Stories

2

Printables

LiteracyNUR-LIT-002

Capital Letter Hunt — Recognising Letters by Name

Duration
25 minutes
Preparation Time
5 minutes
Group Size
Small group
Start teaching — follow the steps below.

Learning Objective

Child identifies capital letters by name when shown on flashcards — beginning the systematic recognition of all 26 capital letters

Materials Required

  • Capital Letter Cards — large format A5 minimum
  • Alphabet Poster displayed at child height
  • Letter cards from the child's own name prioritised

Teaching Steps

  1. 1

    What is this letter called? Its NAME — not its sound!

  2. 2

    Can you find this letter on our alphabet poster?

  3. 3

    Which letters are in YOUR name? Let us find them!

  4. 4

    This letter is called A — A for the first letter of the alphabet!

  5. 5

    Can you find any letters you know in our classroom?

Questions to Ask

  • What is this letter called? Its NAME — not its sound!
  • Can you find this letter on our alphabet poster?
  • Which letters are in YOUR name? Let us find them!
  • This letter is called A — A for the first letter of the alphabet!
  • Can you find any letters you know in our classroom?

Teacher Notes

Show each letter card and record: names correctly / recognises but cannot name / does not yet recognise. Track which 10 letters are most secure by end of Week 4.

Extension / Enrichment

Support: SLOT PACK — Core (10–12 min): capital letter hunt with name letters first. Practice (6–8 min): expand to a few more capitals from the alphabet poster. Extension (5–7 min): put own-name letters in order. Close (2 min): one letter each child can name. Extend: Find those letters on the alphabet poster and in a friend's name.

Assessment

Show each letter card and record: names correctly / recognises but cannot name / does not yet recognise. Track which 10 letters are most secure by end of Week 4.

Home Connection

Point out capital letters on signs, food packaging, and books. What letter is that? Can you find an A? A B? Any letter from your name?

Suggested printables

  • •Capital Letter Cards A–Z — large format · flashcard

Suggested printable: Capital Letter Cards A–Z — large format. Printables are teacher-sourced. Search Canva or Twinkl for an age-appropriate version that matches this lesson theme.

General AwarenessNUR-GA-002

My Body — Naming Body Parts and Their Functions

Duration
25 minutes
Preparation Time
5 minutes
Group Size
Small group
Start teaching — follow the steps below.

Learning Objective

Child names all major body parts and states one function of each — building body awareness vocabulary and understanding the purpose of each part

Materials Required

  • Body Parts Cards Flashcard
  • A full-length child-safe mirror
  • A large body outline poster

Teaching Steps

  1. 1

    Touch your head — what does your head do? It helps you THINK!

  2. 2

    Touch your eyes — what do eyes do? They help you SEE!

  3. 3

    Touch your hands — what do hands do? They help you HOLD things!

  4. 4

    Which body part helps you run? Which helps you hear?

  5. 5

    Point to [body part] — quick! How fast can you find it?

Questions to Ask

  • Touch your head — what does your head do? It helps you THINK!
  • Touch your eyes — what do eyes do? They help you SEE!
  • Touch your hands — what do hands do? They help you HOLD things!
  • Which body part helps you run? Which helps you hear?
  • Point to [body part] — quick! How fast can you find it?

Teacher Notes

Observe whether child names 8+ body parts AND states a function for at least 5. NUR-M1-GA-a milestone requires sense organs specifically.

Extension / Enrichment

Support: SLOT PACK — Core (10–12 min): name 6–8 body parts with functions. Practice (6–8 min): quick point game. Extension (5–7 min): add more parts or sense-organ bridge. Close (2 min): favourite body part and why. Extend: Internal body — heart/lungs talk at picture level only.

Assessment

Observe whether child names 8+ body parts AND states a function for at least 5. NUR-M1-GA-a milestone requires sense organs specifically.

Home Connection

Name body parts at bath time. Touch your elbow — what does your elbow do? Help you bend your arm! Daily repetition embeds this vocabulary.

Suggested printables

  • •Body Parts Cards — major body parts · flashcard

Suggested printable: Body Parts Cards — major body parts. Printables are teacher-sourced. Search Canva or Twinkl for an age-appropriate version that matches this lesson theme.

Gross MotorNUR-GM-002

Jumping with Both Feet — Bilateral Liftoff

Duration
25 minutes
Preparation Time
3 minutes
Group Size
Whole class
Start teaching — follow the steps below.

Learning Objective

Child achieves a two-footed jump with clear liftoff and controlled landing — a key gross motor milestone for age 3–4

Materials Required

  • A jump spot — a circle of tape on the floor
  • Open floor space

Teaching Steps

  1. 1

    Stand on the spot — both feet together!

  2. 2

    Bend your knees — and JUMP! Up in the air!

  3. 3

    Land with SOFT knees — bend when you land!

  4. 4

    Can you jump as high as you can? Higher!

  5. 5

    Jump FORWARD — how far can you land?

Questions to Ask

  • Stand on the spot — both feet together!
  • Bend your knees — and JUMP! Up in the air!
  • Land with SOFT knees — bend when you land!
  • Can you jump as high as you can? Higher!
  • Jump FORWARD — how far can you land?

Teacher Notes

Observe bilateral liftoff — both feet leaving the ground simultaneously. NUR-M1-GM-b achieved when child achieves clear two-footed liftoff.

Extension / Enrichment

Support: SLOT PACK — Core (10–12 min): two-foot jump practice from flat / low step. Practice (6–8 min): consecutive jumps. Extension (5–7 min): jump over a line; count jumps. Close (2 min): freeze statue. Extend: Jump and turn a quarter turn when ready.

Assessment

Observe bilateral liftoff — both feet leaving the ground simultaneously. NUR-M1-GM-b achieved when child achieves clear two-footed liftoff.

Home Connection

Jump on a garden lawn, a cushion, any soft surface. Bilateral jumping practice builds the motor milestone.

NumeracyNUR-NUM-038

More and Less — Group Comparison

Duration
25 minutes
Preparation Time
5 minutes
Group Size
Small group
Start teaching — follow the steps below.

Learning Objective

Child compares two small groups and correctly identifies which has more and which has less — without formal counting required

Materials Required

  • Two clear bowls or mats
  • Countable objects (blocks, shells, counters) in clearly unequal groups (e.g. 2 vs 5)

Teaching Steps

  1. 1

    Look — this bowl has MORE. This bowl has LESS. Which has more?

  2. 2

    Can you make a group with MORE blocks than mine?

  3. 3

    Who has less — you or me?

Questions to Ask

  • Look — this bowl has MORE. This bowl has LESS. Which has more?
  • Can you make a group with MORE blocks than mine?
  • Who has less — you or me?

Teacher Notes

Observe correct more/less pointing when groups are clearly unequal. Formal counting is not required.

Extension / Enrichment

Support: SLOT PACK — Core (10–12 min): teacher-built unequal groups; child points more/less. Practice (6–8 min): child builds own more/less pairs. Extension (5–7 min): make them equal — same amount! Close (2 min): one more/less sentence each. Extend: Same — can you make both groups look the same?

Assessment

Observe correct more/less pointing when groups are clearly unequal. Formal counting is not required.

Home Connection

Snack time: who has more crackers? Who has less?