Note for teachers using this lesson plan
Before this lesson, prepare pictures of clean and dirty environments, real objects like a broom and dustpan, and a few clean and dirty items (e.g., a clean toy, a crumpled paper). The central idea for pupils is to recognise what makes an environment dirty and how dirt can affect them. Ensure the classroom is tidy before starting to model a clean environment. Successful learning will be shown by pupils pointing to clean/dirty pictures and mimicking cleaning actions.
Class: Pre-School Level 1
Term: Third Term
Week: 2
Age: 2 years
Duration: 30 minutes
Subject: Health Habits
Curriculum Theme: Health Habits
Previous Lesson: Identifying parts of the body and their uses.
Topic: Clean and Dirty Environments
Subject Matter: Clean and Dirty Environments: Causes and Effects of Dirt
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify pictures of clean and dirty environments when shown.
- Name simple things that make an environment dirty.
- State one effect of a dirty environment (e.g., “make us sick”).
Affective Domain
- Show interest in keeping their environment clean.
- Participate in the “Clean Up” song and actions.
Psychomotor Domain
- Point to clean and dirty objects/pictures.
- Mimic cleaning actions like sweeping or picking up litter.
Social Domain
- Share ideas about keeping the classroom tidy.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education curriculum resources
Instructional Materials
- Pictures/charts of clean environments (e.g., tidy room, swept compound)
- Pictures/charts of dirty environments (e.g., littered floor, messy play area)
- Real objects: a small broom, a dustpan, a clean toy, a crumpled paper/empty sachet
- Video clips (if available and suitable)
Rationale for the Lesson
This lesson is important for 2-year-olds because it helps them understand the difference between clean and dirty surroundings. Learning about the causes and effects of dirt at this age encourages good hygiene habits and promotes a healthy environment, which is crucial for their well-being and growth.
Prerequisite/Previous Knowledge
Pupils can identify some common objects in their environment and understand simple instructions like “put away” or “throw here.” They may also have a basic understanding of being “clean” (e.g., clean hands, clean clothes).
Lesson Content/Board Summary
Clean and Dirty Environments: Causes and Effects of Dirt
What is a Clean Environment?
A clean environment is a place that is tidy, neat, and free from rubbish or dirt. It looks good and smells fresh. For example, our classroom when it is swept and toys are put away.
What is a Dirty Environment?
A dirty environment is a place that has rubbish, dust, or things scattered everywhere. It can look messy and smell bad. For example, a floor with papers and food wrappers.
Causes of Dirt in Our Environment
- Throwing rubbish on the floor (littering).
- Not sweeping the floor.
- Spilling food or drinks and not cleaning it up.
- Leaving toys and books scattered.
Effects of a Dirty Environment
- Sickness: Dirty places can make us sick because germs like to live there.
- Bad Smell: Dirty places often smell unpleasant.
- Insects: Flies, mosquitoes, and other insects like dirty places and can spread sickness.
Importance of a Clean Environment
- A clean environment helps us stay healthy.
- It makes us feel happy and comfortable.
- It looks beautiful.
Key Words
- Clean – neat, tidy, free from dirt.
- Dirty – messy, full of rubbish or dust.
- Rubbish – waste materials, things we throw away.
- Sickness – feeling unwell or ill.
Clean Up Song
Tune: “Twinkle, Twinkle Little Star”
Clean, clean, clean your space,
Clean it up with a happy face.
Sweep the floor and pick up trash,
Make our classroom clean and fresh.
Clean, clean, clean your space,
Keep it tidy, no messy trace.
Actions: Mimic sweeping, bending to pick up, smiling, pointing around the room.
Watch and Learn About Clean and Dirty
💡 Teacher Guide for Using This Board Summary
How to teach the content: Use the pictures and real objects to introduce “clean” and “dirty.” Show a picture of a clean room and say “This is clean!” Then show a dirty one and say “This is dirty!” Emphasize the words with clear gestures. Explain causes of dirt by demonstrating (e.g., pretend to drop a paper). Explain effects simply by saying “Dirty makes us sick” or “Dirty smells bad.”
What to show or demonstrate: Hold up the broom and dustpan and demonstrate sweeping. Show the clean toy and the crumpled paper, asking “Clean or dirty?” Point to parts of the classroom that are clean and messy (if any). Use facial expressions to show “happy” for clean and “sad” for dirty.
How to use the rhyme/song: Sing the “Clean Up Song” slowly, demonstrating the actions. Repeat it 2-3 times, encouraging pupils to join in with the actions and simple words. Praise their efforts.
How to use the video: Introduce the video by saying, “Let’s watch a video about clean and dirty!” Play the video. After watching, ask simple questions like “What did you see?” or “Was that clean or dirty?” Encourage pupils to mimic any cleaning actions they saw in the video.
What to watch for: Observe if pupils can correctly point to clean/dirty pictures and objects. Watch for their participation in the song and actions. Ensure they understand that dropping rubbish makes a place dirty.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Manipulation of Objects
- Repetition
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Greeting/Engaging
Teacher’s Activity: The teacher greets the pupils, sings a familiar welcome song, and briefly recaps a previous health habit (e.g., washing hands). The teacher then asks, “Who likes a clean classroom?”
Pupils’ Activity: Pupils respond to greetings, sing along, and raise their hands if they like a clean classroom.
Learning Point: Pupils are engaged and ready for the lesson.
Step 2: Introducing Clean and Dirty Environments
Time: 5 minutes
Teaching Skill: Visual Recognition/Naming
Teacher’s Activity: The teacher shows pictures of a clean environment (e.g., swept room) and a dirty environment (e.g., littered floor). The teacher says, “This is a clean place!” and “This is a dirty place!” The teacher also shows a clean toy and a crumpled paper, asking “Clean or dirty?”
Pupils’ Activity: Pupils look at the pictures and objects, listen to the teacher, and point to “clean” or “dirty” when asked.
Learning Point: Pupils begin to identify clean and dirty environments/objects.
Step 3: Discussing Causes of Dirt
Time: 5 minutes
Teaching Skill: Observation/Simple Explanation
Teacher’s Activity: The teacher uses the dirty picture/object and asks, “How did this place get dirty?” The teacher demonstrates simple actions like pretending to drop a paper on the floor or leaving a toy scattered, explaining, “Throwing rubbish makes it dirty.”
Pupils’ Activity: Pupils observe the teacher’s demonstration and repeat simple phrases like “Throwing rubbish.”
Learning Point: Pupils understand simple actions that cause dirt.
Step 4: Discussing Effects of Dirty Environments
Time: 4 minutes
Teaching Skill: Concept Association
Teacher’s Activity: The teacher shows the dirty picture again and asks, “What happens if a place is dirty?” The teacher explains simply, “Dirty places can make us sick” (with a sad face) and “Dirty places can smell bad.”
Pupils’ Activity: Pupils listen and repeat “make us sick” or “smell bad” with the teacher.
Learning Point: Pupils associate dirty environments with negative effects like sickness.
Step 5: Singing the Clean Up Song and Watching Video
Time: 5 minutes
Teaching Skill: Musical Engagement/Movement
Teacher’s Activity: The teacher leads the pupils in singing the “Clean Up Song” with actions. The teacher then plays the short video on clean and dirty environments, encouraging pupils to watch and identify.
Pupils’ Activity: Pupils sing the song, perform the actions, watch the video, and point to clean/dirty items in the video.
Learning Point: Pupils reinforce learning through song, movement, and visual media.
Step 6: Practical Activity – Mimicking Cleaning
Time: 4 minutes
Teaching Skill: Guided Practice/Motor Skills
Teacher’s Activity: The teacher brings out the small broom and dustpan. The teacher demonstrates sweeping and picking up imaginary rubbish. The teacher then guides pupils to mimic these cleaning actions, saying, “Let’s sweep!” and “Let’s pick up!”
Pupils’ Activity: Pupils mimic sweeping with their hands or imaginary brooms and pretend to pick up rubbish.
Learning Point: Pupils practice actions associated with keeping an environment clean.
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.
- Show me the picture of a clean place.
- Show me the picture of a dirty place.
- What happens if a place is dirty? (Guide them to say “make us sick”)
- Can you show me how to sweep?
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 2 minutes
Teaching Skill: Reinforcement/Closure
Teacher’s Activity: The teacher praises the pupils for their participation and reminds them to always try to keep their classroom and home clean. The teacher leads a final round of the “Clean Up Song.”
Pupils’ Activity: Pupils clap for themselves and sing the song one last time.
Learning Point: Pupils are encouraged to apply what they learned to their daily lives.
Lesson Keywords
- Clean – When a place is neat and tidy.
- Dirty – When a place is messy with rubbish.
- Rubbish – Things we throw away.
- Sick – Not feeling well.
Differentiation
- Support: For pupils who need extra help, use larger, clearer pictures. Provide hand-over-hand guidance for pointing and mimicking actions. Repeat key words and phrases more frequently.
- Extension: For pupils who grasp the concept quickly, ask them to identify other things in the classroom that are clean or dirty. Encourage them to name one thing they can do to keep the classroom clean.
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