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Month 1 · Week 4 · Day 3 | Pebble

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

Day 3

Self-hygiene mastery and capital letter introduction

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Child demonstrates the 5-step handwashing sequence and names at least 3 other daily hygiene practices — building indepe… Child walks a 3-metre straight line without stepping off — developing balance, body midline awareness, and directional…

Teaching1h 40mPrep17 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 · General Awareness

    25 min

    Self-Hygiene — Handwashing, Teeth Brushing, and Daily Care

    General Awareness

  4. 10:05 AM · Gross Motor

    25 min

    Walking on a Straight Line — Balance and Body Midline

    Gross 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 · Numeracy

    25 min

    More and Less — Group Comparison

    Numeracy

  7. 11:15 AM · Literacy

    25 min

    Letter Treasure in Our Room — Environmental Print

    Literacy

  8. 11:40 AM · Free Play & Departure

    20 min

    Free Play & Departure

    Quick recap: Today we explored self-hygiene, walking on a straight line, and more and less, finishing with letter treasure in our room. 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

Storybook

Setup checklist

0 of 15 items ready

Assessment Today

Home Connection

Activity

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

Conversation starter

Same poster available to take home.

Suggested book

Week 4: I Can Do It Myself by Kingsley

Optional extension

Child teaches a peer one hygiene step.

Quick Stats

4

Activities

1h 40m

Teaching Time

17 min

Prep Time

1

Resources

2

Songs

0

Stories

1

Printables

General AwarenessNUR-GA-005

Self-Hygiene — Handwashing, Teeth Brushing, and Daily Care

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

Learning Objective

Child demonstrates the 5-step handwashing sequence and names at least 3 other daily hygiene practices — building independence in self-care

Materials Required

  • Hygiene Sequence Cards — 5-step handwash poster
  • Sink with soap and towels

Teaching Steps

  1. 1

    Step 1 — WET your hands. Step 2 — SOAP. Step 3 — SCRUB. Step 4 — RINSE. Step 5 — DRY!

  2. 2

    Why do we wash our hands? To keep the GERMS away!

  3. 3

    How many times a day should we wash our hands?

  4. 4

    What else do we do to keep our bodies clean? Brush teeth, bath, clean clothes!

  5. 5

    Can you do all 5 steps without me reminding you?

Questions to Ask

  • Step 1 — WET your hands. Step 2 — SOAP. Step 3 — SCRUB. Step 4 — RINSE. Step 5 — DRY!
  • Why do we wash our hands? To keep the GERMS away!
  • How many times a day should we wash our hands?
  • What else do we do to keep our bodies clean? Brush teeth, bath, clean clothes!
  • Can you do all 5 steps without me reminding you?

Teacher Notes

Count how many handwash steps child completes independently. NUR-M1-GA-c achieved when all 5 steps complete without verbal prompting.

Extension / Enrichment

Support: SLOT PACK — Core (10–12 min): 5-step handwashing with poster. Practice (6–8 min): teeth brushing / bathing talk with cards. Extension (5–7 min): why we wash — simple science. Close (2 min): wash hands for snack. Extend: Child teaches a peer one hygiene step.

Assessment

Count how many handwash steps child completes independently. NUR-M1-GA-c achieved when all 5 steps complete without verbal prompting.

Home Connection

Same 5-step handwash sequence at home. Same poster available to take home. Consistency between school and home builds the habit fastest.

Suggested printables

  • •Handwashing — teacher demonstration + CDC Happy Handwashing Song · presentation

Suggested printable: Handwashing — teacher demonstration + CDC Happy Handwashing Song. Printables are teacher-sourced. Search Canva or Twinkl for an age-appropriate version that matches this lesson theme.

Gross MotorNUR-GM-001

Walking on a Straight Line — Balance and Body Midline

Duration
25 minutes
Preparation Time
5 minutes (one-time tape installation)
Group Size
Whole class — one at a time on the line
Start teaching — follow the steps below.

Learning Objective

Child walks a 3-metre straight line without stepping off — developing balance, body midline awareness, and directional control

Materials Required

  • Floor tape — 3-metre straight line minimum
  • Open floor space beside the line

Teaching Steps

  1. 1

    Walk along the line — try not to step off!

  2. 2

    Eyes forward — not looking down!

  3. 3

    Arms out like wings to help you balance!

  4. 4

    Can you walk even slower? Slow walking is harder!

  5. 5

    Now try heel-to-toe — each foot touching the other foot's heel!

Questions to Ask

  • Walk along the line — try not to step off!
  • Eyes forward — not looking down!
  • Arms out like wings to help you balance!
  • Can you walk even slower? Slow walking is harder!
  • Now try heel-to-toe — each foot touching the other foot's heel!

Teacher Notes

Observe whether child completes 3 metres without stepping off. NUR-M1-GM-a achieved when child walks the full line with only 0–2 step-offs.

Extension / Enrichment

Support: SLOT PACK — Core (10–12 min): walk 3m line; widen line if needed. Practice (6–8 min): repeat with arms out. Extension (5–7 min): beanbag on head or backward walk. Close (2 min): sit on line for calm end. Extend: Walk the line carrying a soft toy.

Assessment

Observe whether child completes 3 metres without stepping off. NUR-M1-GM-a achieved when child walks the full line with only 0–2 step-offs.

Home Connection

A strip of tape on any floor at home. Can you walk without stepping off? Any hallway becomes a balance training space.

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?

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.