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Month 1 · Week 2 · Day 3 | Pebble

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

Day 3

Body parts, sense organs, and what they do

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Child identifies big and small through real body comparisons — hands, feet, voices, and movements — building pre-number… Child tears paper using both hands in a coordinated bilateral pull — building bilateral hand coordination and finger st…

Teaching1h 22mPrep6 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

    Includes today's music: Body Song — Body Parts Through Music.

    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 · Numeracy

    25 min

    Big and Small — Body Comparisons

    Numeracy

  4. 10:05 AM · Fine Motor

    25 min

    Paper Tearing — Bilateral Coordination

    Fine Motor

  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 · Literacy

    25 min

    Letter Treasure in Our Room — Environmental Print

    Literacy

  7. 11:15 AM · Free Play & Departure

    20 min

    Free Play & Departure

    Quick recap: Today we explored big and small, tearing paper, and letter treasure in our room, finishing with singing along to a favourite song. 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 19 items ready

Assessment Today

Home Connection

Activity

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

Conversation starter

Big steps/small steps to the bedroom.

Suggested book

Week 2: My Five Senses by Aliki

Optional extension

Order three objects big → medium → small.

Quick Stats

4

Activities

1h 22m

Teaching Time

6 min

Prep Time

2

Resources

2

Songs

0

Stories

1

Printables

NumeracyNUR-NUM-001

Big and Small — Body Comparisons

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

Learning Objective

Child identifies big and small through real body comparisons — hands, feet, voices, and movements — building pre-number comparative vocabulary

Materials Required

  • No prepared materials — the body is the tool
  • Optional: pairs of big and small objects for additional comparison

Teaching Steps

  1. 1

    Make yourself as BIG as you can — stretch out wide!

  2. 2

    Now make yourself as SMALL as possible — scrunch down tiny!

  3. 3

    Whose hands are big? Whose are small? Compare!

  4. 4

    A big voice — HELLO! A small voice — hello...

  5. 5

    Find something BIG in the room. Find something SMALL!

Questions to Ask

  • Make yourself as BIG as you can — stretch out wide!
  • Now make yourself as SMALL as possible — scrunch down tiny!
  • Whose hands are big? Whose are small? Compare!
  • A big voice — HELLO! A small voice — hello...
  • Find something BIG in the room. Find something SMALL!

Teacher Notes

Observe correct use of big and small in spontaneous descriptions. NUR-M1-NUM-a achieved when child correctly identifies big versus small across different contexts.

Extension / Enrichment

Support: SLOT PACK — Core (10–12 min): body big/small (stretch/scrunch, hands, voices). Practice (6–8 min): find big/small classroom objects in pairs. Extension (5–7 min): introduce medium with a 3-object sort. Close (2 min): each child shows one big and one small. Extend: Order three objects big → medium → small.

Assessment

Observe correct use of big and small in spontaneous descriptions. NUR-M1-NUM-a achieved when child correctly identifies big versus small across different contexts.

Home Connection

Big voice/small voice game at dinner. Big steps/small steps to the bedroom. Big hug/small hug. Big and small is everywhere.

Fine MotorNUR-FM-002

Paper Tearing — Bilateral Coordination

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

Learning Objective

Child tears paper using both hands in a coordinated bilateral pull — building bilateral hand coordination and finger strength

Materials Required

  • Newspaper sheets (easiest to tear)
  • Tissue paper (moderate difficulty)
  • Coloured paper (hardest — for extension)
  • A large tray to catch pieces

Teaching Steps

  1. 1

    Hold both sides — one hand here, one hand there!

  2. 2

    Now PULL — one hand this way, one hand that way — TEAR!

  3. 3

    Listen to the sound! What does tearing sound like?

  4. 4

    Can you make tiny pieces? Very tiny?

  5. 5

    What shall we do with all these pieces? A collage!

Questions to Ask

  • Hold both sides — one hand here, one hand there!
  • Now PULL — one hand this way, one hand that way — TEAR!
  • Listen to the sound! What does tearing sound like?
  • Can you make tiny pieces? Very tiny?
  • What shall we do with all these pieces? A collage!

Teacher Notes

Observe bilateral tear action — both hands initiating simultaneously. NUR-M1-FM-b achieved when child tears using coordinated bilateral pull.

Extension / Enrichment

Support: SLOT PACK — Core (10–12 min): bilateral tear with pre-started edge. Practice (6–8 min): tear strips freely. Extension (5–7 min): tear along a drawn line. Close (2 min): scrap collection for collage later. Extend: Tear a simple shape outline with help.

Assessment

Observe bilateral tear action — both hands initiating simultaneously. NUR-M1-FM-b achieved when child tears using coordinated bilateral pull.

Home Connection

Old newspapers, junk mail — free tearing practice at home. The bilateral coordination built by tearing is foundational for all later cutting and writing.

Suggested printables

  • •Pre-Writing Strokes — 5 Tracing Paths · worksheet

Suggested printable: Pre-Writing Strokes — 5 Tracing Paths. Printables are teacher-sourced. Search Canva or Twinkl for an age-appropriate version that matches this lesson theme.

Music & MovementNUR-MUS-002

Body Song — Body Parts Through Music

Duration
7 minutes (within circle time)
Preparation Time
1 minute
Group Size
Whole class circle
Start teaching — follow the steps below.

Learning Objective

Child participates in the Body Song — touching each named body part as it is sung, reinforcing GA body vocabulary through music and movement

Materials Required

  • Body Song
  • No other materials — body is the instrument

Teaching Steps

  1. 1

    Touch your head when we sing HEAD!

  2. 2

    Can you touch the right body part before I do?

  3. 3

    What comes after shoulders? KNEES!

  4. 4

    Now faster — can your hands keep up?

Questions to Ask

  • Touch your head when we sing HEAD!
  • Can you touch the right body part before I do?
  • What comes after shoulders? KNEES!
  • Now faster — can your hands keep up?

Teacher Notes

Observe whether child touches the correct body part when it is named in the song. By Week 3 children should anticipate each body part before the word is sung.

Extension / Enrichment

Support: Slow the song significantly for Week 1. Speed up gradually as children become familiar. Extend: Make up a new verse with a body part not in the original song. Can you add ELBOW?

Assessment

Observe whether child touches the correct body part when it is named in the song. By Week 3 children should anticipate each body part before the word is sung.

Home Connection

Head Shoulders Knees and Toes at home. Any version, any tempo. Body vocabulary through song sticks better than any flashcard.

Suggested printables

  • •MUS-NUR-M1-W2-001 · MUS
LiteracyNUR-LIT-042

Letter Treasure in Our Room — Environmental Print

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

Learning Objective

Child finds familiar letters and own-name letters in classroom environmental print — posters, labels, and name cards

Materials Required

  • Classroom labels and posters already on walls
  • Magnifying glasses (optional)
  • Letter checklist card for teacher

Teaching Steps

  1. 1

    Can you find the letter that starts YOUR name somewhere in our room?

  2. 2

    What letter is on this door label?

  3. 3

    Is that the same as on your name card?

Questions to Ask

  • Can you find the letter that starts YOUR name somewhere in our room?
  • What letter is on this door label?
  • Is that the same as on your name card?

Teacher Notes

Observe whether child locates at least one letter from their own name in the room.

Extension / Enrichment

Support: SLOT PACK — Core (10–12 min): hunt letters from own name. Practice (6–8 min): find any capital letter and name it if known. Extension (5–7 min): match wall letter to a flashcard. Close (2 min): share one letter found. Extend: Can you find the same letter in three places?

Assessment

Observe whether child locates at least one letter from their own name in the room.

Home Connection

Spot letters on food packets at home — especially letters from your child's name.