Note for teachers using this lesson plan
Before the lesson, prepare pictures of clean and dirty environments, a small dustbin, and a broom for demonstration. The central idea for pupils is to understand and identify simple actions they can take to keep their immediate surroundings clean. Successful learning will be observed when pupils can mention at least two ways to keep their environment clean and demonstrate a simple cleaning action like putting litter in a bin.
Class: Pre-School Level 3
Term: Third Term
Week: 3
Age: 4 years
Duration: 30 minutes
Subject: Social Habits
Curriculum Theme: Social Habits
Previous Lesson: Learning to share and take turns with friends.
Topic: Caring for Our Environment and Keeping It Clean
Subject Matter: Our Environment. Weekly focus: Caring for Our Environment and Keeping It Clean.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify their immediate environment (home, school).
- Mention at least two simple ways to keep their environment clean.
- State one reason why it is important to keep the environment clean.
Affective Domain
- Show willingness to participate in keeping their environment clean.
- Appreciate the importance of a clean environment.
Psychomotor Domain
- Demonstrate simple actions like putting litter in a dustbin.
- Point to pictures of clean and dirty environments.
Social Domain
- Participate in discussions about keeping the environment clean.
- Cooperate with others during classroom cleaning activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Early Childhood Care and Education resources
Instructional Materials
- Chart showing clean and dirty environments
- Posters illustrating various cleaning activities (sweeping, putting waste in dustbin)
- Small dustbin and a toy broom
- Pictures of children cleaning
- Audio/video player (for song and video)
Rationale for the Lesson
This lesson is important for 4-year-olds because it teaches them early responsibility for their surroundings. Understanding how to care for their environment helps them develop good hygiene habits, stay healthy, and appreciate the beauty of a clean space, which are essential life skills for their well-being and community living.Prerequisite/Previous Knowledge
Pupils have a basic understanding of their home and school environment and have learned about simple hygiene practices like washing hands.Lesson Content/Board Summary
Caring for Our Environment and Keeping It Clean
Our environment is everything around us – our home, our school, our street, and the plants and animals living there. It is important to keep our environment clean and tidy.
Why keep our environment clean?
- To stay healthy and avoid sickness.
- To make our surroundings beautiful.
- To keep away pests like rats and mosquitoes.
- To feel happy and safe.
Ways to care for and keep our environment clean:
- Sweep our homes and classrooms every day.
- Put all rubbish and waste into a dustbin.
- Do not throw litter on the ground.
- Clean the gutters and drains so water can flow easily.
- Plant flowers and trees to make our environment green and beautiful.
- Wash our hands after cleaning.
Key Words
- Environment – everything around us.
- Clean – free from dirt and rubbish.
- Litter – waste material thrown carelessly on the ground.
- Dustbin – a container for rubbish.
Clean Environment Song
Tune: Twinkle, Twinkle Little Star
Lyrics:
Clean our home, clean our school,
Keeping tidy is the rule.
Rubbish in the dustbin goes,
No more litter, everyone knows.
Clean our home, clean our school,
Keeping tidy is the rule.
Actions:
- “Clean our home, clean our school” – make sweeping motions.
- “Keeping tidy is the rule” – nod head, point up.
- “Rubbish in the dustbin goes” – make a throwing motion into an imaginary bin.
- “No more litter, everyone knows” – shake head “no,” then point to self and others.
Watch and Learn About Keeping Clean
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce the concept of “environment” by asking pupils to look around their classroom and mention what they see. Use the chart/posters to show examples of clean and dirty environments, asking pupils which they prefer and why. Explain each “way to care for and keep our environment clean” simply, using actions and familiar examples from home or school.
What to show or demonstrate: Show pictures of children sweeping, putting waste in a dustbin, and planting. Demonstrate with a toy broom how to sweep and how to properly put a piece of imaginary litter into a dustbin. Emphasize the “no littering” rule.
How to use the rhyme/song: Introduce the “Clean Environment Song” after discussing ways to keep the environment clean. Sing it slowly first, demonstrating the actions. Repeat the song 2-3 times, encouraging pupils to join in with the lyrics and actions. Use it as a transition or energy break.
How to use the video: Introduce the video as a fun way to learn more about keeping clean. Play the video, asking pupils to watch for actions they can do. After watching, discuss what they saw and encourage them to mimic the clean-up actions from the video. Ask questions like, “What did the children in the video do to keep clean?”
What to watch for: Observe if pupils can identify the dustbin as the correct place for waste. Watch for their participation in actions and their ability to name at least one cleaning activity. Correct any misconceptions about where to dispose of waste.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Practical Activity, Video Learning.Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engaging/Recalling
Teacher’s Activity: The teacher greets the pupils and leads a short “Good Morning” song. The teacher then asks pupils to look around their classroom and mention what they see (chairs, tables, toys, etc.).
Pupils’ Activity: Pupils respond to greetings and mention objects they see in the classroom.
Learning Point: Pupils identify familiar objects in their immediate surroundings.
Step 2: Presentation of Topic
Time: 4 minutes
Teaching Skill: Explaining/Visual Aid Use
Teacher’s Activity: The teacher introduces the topic “Caring for Our Environment and Keeping It Clean.” The teacher explains that “environment” means everything around us – our school, home, and street. The teacher shows charts/posters of clean and dirty environments and asks pupils which one they prefer and why.
Pupils’ Activity: Pupils listen, observe the charts/posters, and respond to questions about their preferences.
Learning Point: Pupils understand what “environment” means and begin to differentiate between clean and dirty surroundings.
Step 3: Discussing Ways to Keep Clean
Time: 5 minutes
Teaching Skill: Guiding Discussion/Questioning
Teacher’s Activity: The teacher guides pupils to mention ways of taking care of their environment. The teacher uses pictures and prompts (e.g., “What should we do with rubbish?”). The teacher discusses simple ways like sweeping, putting waste in the dustbin, and not littering.
Pupils’ Activity: Pupils mention ways they know to keep clean and discuss with the teacher.
Learning Point: Pupils identify practical actions for keeping their environment clean.
Step 4: Practical Demonstration
Time: 5 minutes
Teaching Skill: Demonstrating/Modelling
Teacher’s Activity: The teacher demonstrates simple cleaning actions using a toy broom and a dustbin. For example, the teacher pretends to sweep a small area and then picks up a piece of paper (litter) and puts it into the dustbin. The teacher asks pupils to imitate these actions.
Pupils’ Activity: Pupils observe the teacher’s demonstration and imitate the cleaning actions.
Learning Point: Pupils physically practice simple environmental cleaning actions.
Step 5: Rhyme/Song Reinforcement
Time: 4 minutes
Teaching Skill: Singing/Action Guidance
Teacher’s Activity: The teacher introduces the “Clean Environment Song” (Tune: Twinkle, Twinkle Little Star). The teacher sings the song with actions and encourages pupils to join in, repeating it a few times.
Pupils’ Activity: Pupils listen, sing along, and perform the actions for the “Clean Environment Song.”
Learning Point: Pupils reinforce learning through song and movement, associating actions with keeping clean.
Step 6: Video Reinforcement
Time: 4 minutes
Teaching Skill: Media Integration/Discussion
Teacher’s Activity: The teacher introduces a short video about keeping the environment clean. After watching, the teacher asks pupils what they learned from the video and what actions they saw children doing to keep clean.
Pupils’ Activity: Pupils watch the video attentively and discuss what they observed, mentioning actions they saw.
Learning Point: Pupils gain further understanding and visual reinforcement of environmental cleanliness.
Step 7: Evaluation/Review
Time: 4–5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- “What is our environment?” (Point to surroundings)
- “Where should we put our rubbish?” (Point to dustbin)
- “Can you show me how to sweep?” (Make sweeping motion)
- “Why is it good to keep our environment clean?” (Health, beauty)
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: Summarizing/Encouraging
Teacher’s Activity: The teacher praises the pupils for their participation and reminds them to always keep their environment clean at home and at school. The teacher ends the lesson with a “Clean Up” chant.
Pupils’ Activity: Pupils listen to the summary and participate in the chant.
Learning Point: Pupils are encouraged to apply what they learned in their daily lives.
Lesson Keywords
- Environment – everything around us, like our home, school, and street.
- Clean – when something is free from dirt, dust, or rubbish.
- Litter – waste or rubbish that is thrown carelessly on the ground.
- Dustbin – a container where we put rubbish.
Differentiation
- Support: For pupils who need extra help, the teacher can use larger, clearer pictures and provide more one-on-one guidance during practical demonstrations. Repeat key phrases and actions multiple times. Encourage peer support where more confident pupils can model actions for others.
- Extension: For pupils who grasp the concept quickly, the teacher can ask them to identify other places in the school environment that need cleaning (e.g., playground, school gate). They can also be encouraged to draw a simple picture of a clean environment.
Community Join the conversation Open discussion +