Avoiding Bad Influence and Bad Behaviour for Pre-School Level 4

Class: Pre-School Level 4
Term: Second Term
Week: 6
Age: 5 years
Duration: 30 minutes
Subject: Personal Development
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: How to Show Sympathy to Others
Topic: AVOIDING BAD INFLUENCE AND BAD BEHAVIOUR
Subject Matter: AVOIDING BAD INFLUENCE. Weekly focus: Avoiding Bad Influence and Bad Behaviour.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Identify examples of bad people or situations that can bring about bad influences.
• List simple bad behaviours they must avoid.

Affective Domain

• Express the importance of avoiding bad influence.
• Show willingness to say “no” to bad suggestions.

Psychomotor Domain

• Demonstrate how to walk away from a bad influence.
• Role-play telling a trusted adult about a bad influence.

Social Domain

• Participate in discussions about making good choices.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4.
• Relevant Early Childhood Care and Education resources.

Instructional Materials

• Charts showing good and bad behaviours.
• Posters with pictures of children making different choices.
• Video clips demonstrating good and bad influences.
• Picture cards of various actions (e.g., sharing, hitting, helping).

Rationale for the Lesson

This lesson is crucial for 5-year-olds as it helps them understand how to make safe and positive choices in their daily interactions. Learning to identify and avoid bad influences and behaviours empowers them to develop good character and build healthy relationships with others.

Prerequisite/Previous Knowledge

Pupils can identify basic right and wrong actions and understand simple rules at home and school.

Lesson Content/Board Summary

AVOIDING BAD INFLUENCE AND BAD BEHAVIOUR

What is Bad Influence?

Bad influence is when someone tries to make you do something wrong or harmful. It’s like when a friend tells you to hit another child, or to take something that doesn’t belong to you. People who bring bad influence are sometimes called “bad people” because of their actions, not because they are bad all the time. We should avoid their bad actions.

Examples of Bad Behaviours to Avoid:

• Hitting or pushing friends.
• Shouting or using bad words.
• Taking toys or things that are not yours.
• Lying to teachers or parents.
• Refusing to share with others.
• Breaking school rules.

How to Avoid Bad Influence and Bad Behaviour:

1. Say “NO!” firmly when someone asks you to do something wrong.
2. Walk away from the situation or person.
3. Tell a trusted adult (your teacher, parent, or guardian) immediately. They will help you.
4. Choose to play with friends who make good choices.

Key Words

• Bad Influence – When someone makes you want to do something wrong.
• Bad Behaviour – Actions that are wrong or harmful.
• Avoid – To stay away from something or someone.
• Say “No” – To refuse to do something.
• Tell an Adult – To inform a grown-up you trust.

What the Teacher Should Show or Draw

• A chart with two columns: “Good Choices” and “Bad Choices,” showing simple pictures (e.g., sharing a toy vs. snatching a toy).
• Pictures of children saying “no,” walking away, and talking to a teacher.

Say “No” to Bad Influence Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

If someone tells me to do wrong,
I will say “No!” and be strong.
Walk away, don’t stay near,
Tell my teacher, have no fear.
Good choices, I will always make,
For goodness, for goodness sake!

Actions:

• “If someone tells me to do wrong” – Point to self, then shake head.
• “I will say ‘No!’ and be strong” – Hold up hand to say “stop,” then flex arm.
• “Walk away, don’t stay near” – Pretend to walk away.
• “Tell my teacher, have no fear” – Point to mouth, then make a brave face.
• “Good choices, I will always make” – Thumbs up.
• “For goodness, for goodness sake!” – Clap hands.

How to use the rhyme: Sing the rhyme together, encouraging pupils to perform the actions. Repeat several times to help them remember the steps for avoiding bad influence.

Video Demonstration: Good Choices vs. Bad Choices

The teacher will show a short video clip that illustrates good and bad choices children can make and the consequences of those choices. This helps pupils visually understand the concepts discussed.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Storytelling, Picture Talk, Question and Answer, Role-play, Repetition, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and leads them in a short “Good Morning” song. The teacher then asks pupils to recall some good behaviours they learned last time (e.g., sharing, being kind). The teacher introduces today’s topic: “Today, we will learn about avoiding bad influence and bad behaviour.”

Pupils’ Activity: Pupils respond to greetings, sing the song, and share examples of good behaviours. They listen attentively to the topic introduction.

Learning Point: Pupils are engaged and ready to learn, connecting to prior knowledge.

Step 2: Presentation – Understanding Bad Influence

Time: 5 minutes

Teaching Skill: Explanation/Visual Aid

Teacher’s Activity: The teacher uses charts and pictures to explain what “bad influence” means in simple terms. “Bad influence is when someone tries to make you do something wrong, like hitting a friend or taking someone’s pencil without asking.” The teacher gives simple examples of actions that are bad influences.

Pupils’ Activity: Pupils observe the charts and pictures, listen to the explanation, and repeat the phrase “bad influence.”

Learning Point: Pupils begin to understand the concept of bad influence.

Step 3: Presentation – Identifying Bad Behaviours

Time: 5 minutes

Teaching Skill: Identification/Discussion

Teacher’s Activity: The teacher shows posters or picture cards of various behaviours (e.g., fighting, lying, sharing, helping). The teacher asks, “Is this a good behaviour or a bad behaviour?” and encourages discussion. The teacher then shows the video clip “Good Choices Bad Choices for Kids” to reinforce the examples.

Pupils’ Activity: Pupils identify bad behaviours from the pictures/video and explain why they are bad. They list examples of bad behaviours they must avoid.

Learning Point: Pupils can identify specific bad behaviours.

Step 4: Guided Practice – How to Avoid Bad Influence

Time: 5 minutes

Teaching Skill: Demonstration/Role-play

Teacher’s Activity: The teacher demonstrates the three key actions: 1. Saying “NO!” firmly. 2. Walking away. 3. Telling a trusted adult. The teacher then guides pupils through simple role-play scenarios, e.g., “What if a friend tells you to throw sand at another child?”

Pupils’ Activity: Pupils imitate the teacher’s actions (saying “no,” walking away, pretending to tell an adult). They participate in simple role-play scenarios.

Learning Point: Pupils learn practical steps to avoid bad influence.

Step 5: Reinforcement – Song and Rhyme

Time: 3 minutes

Teaching Skill: Repetition/Musical Reinforcement

Teacher’s Activity: The teacher leads the pupils in singing the “Say ‘No’ to Bad Influence Rhyme” with actions. The teacher encourages energetic participation and repeats the rhyme several times.

Pupils’ Activity: Pupils sing the rhyme with actions, reinforcing the message of avoiding bad influence.

Learning Point: Pupils remember the steps through a fun and repetitive activity.

Step 6: Application – Choosing Good over Bad

Time: 4 minutes

Teaching Skill: Critical Thinking/Decision Making

Teacher’s Activity: The teacher presents various scenarios (e.g., “You see someone taking a pencil from another child’s bag,” “Your friend wants you to draw on the wall”). For each, the teacher asks, “What should you do? What is the good choice?”

Pupils’ Activity: Pupils discuss and state the good choice for each scenario, explaining how they would avoid the bad influence or behaviour.

Learning Point: Pupils apply their understanding to make good choices in different situations.

Step 7: Evaluation/Review

Time: 4 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. “What is one bad behaviour we should always avoid?”
2. “If someone tells you to do something wrong, what should you say?” (Pupils demonstrate saying “no”).
3. “Who should you tell if someone tries to make you do something bad?”
4. Show a picture of a child snatching a toy. “Is this good or bad? What should the child do?”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summarization/Encouragement

Teacher’s Activity: The teacher summarises the lesson by reminding pupils to always make good choices, say “no” to bad influences, and tell a trusted adult if they need help. The teacher praises pupils for their participation.

Pupils’ Activity: Pupils listen and repeat key phrases like “make good choices.”

Learning Point: Pupils are encouraged to apply the lesson in their daily lives.

Lesson Keywords

• Bad Influence – When someone tries to make you do something wrong.
• Bad Behaviour – Actions that are not good or can hurt others.
• Avoid – To stay away from.
• Trusted Adult – A grown-up you can rely on, like a parent or teacher.

Differentiation

• Support: For pupils who struggle, the teacher will use simpler language, provide more direct examples, and offer hand-over-hand guidance during role-play. They can be given picture cards to point to good/bad behaviours instead of verbalising.
• Extension: For pupils who grasp the concept quickly, the teacher can ask them to suggest more complex scenarios for role-play or discuss why certain behaviours are considered “bad” (e.g., “Why is lying not a good thing to do?”). They can also draw pictures of good and bad choices.

Note for teachers using this lesson plan

Before the lesson, ensure all charts, posters, and video clips are ready and easily accessible. The core message for children is that they have the power to choose good actions and that adults are there to help them. When discussing “bad people,” focus on the *actions* being bad rather than labelling individuals, to avoid stigmatising children. Encourage pupils to be brave and confident in saying “no” and seeking help. Observe pupils during role-play to assess their understanding and ability to apply the concepts. Reinforce the lesson throughout the week by praising good choices and gently correcting bad behaviours, always linking back to the idea of positive influence.