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Month 1 · Week 3 · Day 2 | Pebble

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

Day 2

Emotional vocabulary and sensory exploration

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Child uses first and last correctly in real line and sequence contexts — building ordinal position vocabulary Child squeezes clay using full hand grip — building hand strength, bilateral exploration, and tactile tolerance

Teaching1h 40mPrep23 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 · Numeracy

    25 min

    First and Last — Positional Sequence

    Numeracy

  4. 10:05 AM · Fine Motor

    25 min

    Clay Squeezing — Full Hand Strength

    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 · Creative

    25 min

    Finger Painting — First Process Marks

    Creative

  7. 11:15 AM · General Awareness

    25 min

    I Take Care of Myself — Hygiene Practice Stations

    General Awareness

  8. 11:40 AM · Free Play & Departure

    20 min

    Free Play & Departure

    Quick recap: Today we explored first and last, clay squeezing, and finger painting, finishing with i take care of myself. 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 20 items ready

Assessment Today

Home Connection

Activity

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

Conversation starter

Who is last?

Suggested book

Week 3: The Color Monster by Llenas

Optional extension

Sequence three picture cards — what is first and last?

Quick Stats

4

Activities

1h 40m

Teaching Time

23 min

Prep Time

2

Resources

2

Songs

0

Stories

2

Printables

NumeracyNUR-NUM-004

First and Last — Positional Sequence

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

Learning Objective

Child uses first and last correctly in real line and sequence contexts — building ordinal position vocabulary

Materials Required

  • The classroom line or queue
  • A row of 4 objects for sequence practice

Teaching Steps

  1. 1

    Who is FIRST in our line? Who is LAST?

  2. 2

    What animal is FIRST in this row? Which is LAST?

  3. 3

    In our day: circle time is FIRST. Home time is LAST!

  4. 4

    Can you be FIRST to clap? Can you be LAST to sit down?

  5. 5

    Which day is FIRST in the week? Which is LAST?

Questions to Ask

  • Who is FIRST in our line? Who is LAST?
  • What animal is FIRST in this row? Which is LAST?
  • In our day: circle time is FIRST. Home time is LAST!
  • Can you be FIRST to clap? Can you be LAST to sit down?
  • Which day is FIRST in the week? Which is LAST?

Teacher Notes

Observe correct use of first and last in real lining-up contexts. This is the most natural assessment opportunity — every transition line.

Extension / Enrichment

Support: SLOT PACK — Core (10–12 min): first/last in the line. Practice (6–8 min): first/last in a row of objects. Extension (5–7 min): introduce middle/second. Close (2 min): who was first to sit? Extend: Sequence three picture cards — what is first and last?

Assessment

Observe correct use of first and last in real lining-up contexts. This is the most natural assessment opportunity — every transition line.

Home Connection

Who is first at the dinner table? Who is last? Which shoe goes on first? These real moments embed ordinal vocabulary.

Suggested printables

  • •Number Cards — 1, 2, 3 · flashcard

Suggested printable: Number Cards — 1, 2, 3. Printables are teacher-sourced. Search Canva or Twinkl for an age-appropriate version that matches this lesson theme.

Fine MotorNUR-FM-003

Clay Squeezing — Full Hand Strength

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

Learning Objective

Child squeezes clay using full hand grip — building hand strength, bilateral exploration, and tactile tolerance

Materials Required

  • Air-drying clay or playdough — one ball per child
  • Flat board per child
  • Damp cloth for cleanup

Teaching Steps

  1. 1

    Squeeze it as HARD as you can with your whole hand!

  2. 2

    Now squeeze with just your fingers — all five!

  3. 3

    What happens to the clay when you squeeze? It changes SHAPE!

  4. 4

    Can you make it flat with your palm? Squeeze it into a pancake!

  5. 5

    What does clay feel like? Soft? Cold? Squishy?

Questions to Ask

  • Squeeze it as HARD as you can with your whole hand!
  • Now squeeze with just your fingers — all five!
  • What happens to the clay when you squeeze? It changes SHAPE!
  • Can you make it flat with your palm? Squeeze it into a pancake!
  • What does clay feel like? Soft? Cold? Squishy?

Teacher Notes

Observe whether child engages with clay without significant distress and uses full hand grip. Note bilateral engagement.

Extension / Enrichment

Support: SLOT PACK — Core (10–12 min): full-hand squeeze; tool-first for sensitive children. Practice (6–8 min): roll snake / flatten / ball. Extension (5–7 min): make three different clay shapes. Close (2 min): wash hands thoroughly. Extend: Press a leaf or stamp into clay.

Assessment

Observe whether child engages with clay without significant distress and uses full hand grip. Note bilateral engagement.

Home Connection

Commercial playdough at home. Squeeze, poke, roll, flatten — 10 minutes of playdough is among the highest-value fine motor activities available.

Art & CraftNUR-ART-001

Finger Painting — First Process Marks

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

Learning Objective

Child explores washable paint with fingers and palms on large paper — process only, no product expectation — and uses simple colour or feeling words to describe their marks

Materials Required

  • Non-toxic washable paint — 2–3 colours in shallow trays
  • A2 or A3 paper — one sheet per child
  • Aprons or oversized shirts
  • Damp cloths for hand wiping

Teaching Steps

  1. 1

    Dip your fingers — press on the paper — what happened?

  2. 2

    What does the paint feel like on your hands?

  3. 3

    Can you make a big mark with your whole palm?

  4. 4

    Tell me about your marks — what colour did you use?

  5. 5

    There is no wrong way — this is YOUR painting!

Questions to Ask

  • Dip your fingers — press on the paper — what happened?
  • What does the paint feel like on your hands?
  • Can you make a big mark with your whole palm?
  • Tell me about your marks — what colour did you use?
  • There is no wrong way — this is YOUR painting!

Teacher Notes

Observe sensory tolerance and deliberate mark-making only. Never assess artistic quality or likeness.

Extension / Enrichment

Support: SLOT PACK — Core (10–12 min): finger/palm exploration with one colour. Practice (6–8 min): add a second colour; sponge or brush pathway for tactile-sensitive children. Extension (5–7 min): notice accidental mixing; whole-arm large marks. Close (2 min): one sentence share + hand wash. Extend: Add a third colour. Can you cover the whole page? Can you make only tiny fingertip dots?

Assessment

Observe sensory tolerance and deliberate mark-making only. Never assess artistic quality or likeness.

Home Connection

Put a spoon of yoghurt or pudding on a tray at home — finger paint with food, then wipe clean. Talk about how it feels.

Suggested printables

  • •First Finger Paint — Open Process Frame · worksheet

Suggested printable: First Finger Paint — Open Process Frame. Printables are teacher-sourced. Search Canva or Twinkl for an age-appropriate version that matches this lesson theme.

General AwarenessNUR-GA-044

I Take Care of Myself — Hygiene Practice Stations

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

Learning Objective

Child rotates through handwashing, tissue use, and clean-up practice stations — applying Month 1 hygiene vocabulary with growing independence

Materials Required

  • Handwashing poster (5 steps)
  • Tissue box and mirror
  • Cloth and spray bottle (teacher-controlled water) for table wipe practice

Teaching Steps

  1. 1

    Show me the 5 handwashing steps.

  2. 2

    Tissue — blow, wipe, bin — can you do it?

  3. 3

    Wipe the table carefully — left to right!

Questions to Ask

  • Show me the 5 handwashing steps.
  • Tissue — blow, wipe, bin — can you do it?
  • Wipe the table carefully — left to right!

Teacher Notes

Observe completion of handwashing sequence with minimal prompts.

Extension / Enrichment

Support: SLOT PACK — Core (10–12 min): handwashing station with poster. Practice (6–8 min): tissue and wipe stations. Extension (5–7 min): child teaches a peer one step. Close (2 min): why do we wash hands? Extend: Link to Hygiene Habits Song actions.

Assessment

Observe completion of handwashing sequence with minimal prompts.

Home Connection

Practice the same 5 handwashing steps before dinner.