Class: Pre-School Level 4
Term: Second Term
Week: 2
Age: 5 years
Duration: 30 minutes
Subject: Social Habits
Curriculum Theme: Social Habits
Previous Lesson: Showing Respect to Elders
Topic: GOOD BEHAVIOUR IN PUBLIC PLACES AND LIVING PEACEFULLY WITH OTHERS
Subject Matter: GOOD BEHAVIOUR IN PUBLIC PLACES – How to live peacefully with others. – Reasons for living in peace with others.

Specific Objectives

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

Cognitive Domain

Identify at least three public places.
Mention at least two good behaviours to display in public places.
State one reason for living peacefully with others.

Affective Domain

Show willingness to practice good behaviour in public places.
Express a desire to live peacefully with their friends and family.

Psychomotor Domain

Demonstrate good behaviour in a simulated public place through role-play.
Participate actively in discussions about peaceful living.

Interact respectfully with peers during group activities.
Take turns when speaking or demonstrating.

Reference Materials

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

Instructional Materials

Charts showing different public places (market, park, hospital, church/mosque, school)
Posters illustrating good and bad behaviour in public
Mp4 player/tablet for video clips
Pictures of children sharing, playing together peacefully, and also pictures of children fighting or littering
Role-play props (e.g., toy cars for a ‘road’, pretend food for a ‘market’)

Rationale for the Lesson

This lesson is crucial for 5-year-olds as it teaches them essential social skills needed to navigate their community respectfully and harmoniously. Understanding good behaviour in public places and the importance of peaceful coexistence helps children develop into responsible and considerate members of society, fostering positive interactions in their daily lives.

Prerequisite/Previous Knowledge

Pupils can identify different places in their community and have learned about basic manners like greeting and saying “please” and “thank you.”

Lesson Content/Board Summary

GOOD BEHAVIOUR IN PUBLIC PLACES AND LIVING PEACEFULLY WITH OTHERS

What is Good Behaviour?

Good behaviour means acting in a kind, polite, and respectful way that makes everyone feel happy and safe. It means doing the right thing, even when no one is watching.

Public Places

Public places are areas where many people go. They belong to everyone. We must behave well in these places so everyone can enjoy them.

Examples of Public Places:
- The market
- The park/playground
- The hospital
- Church or Mosque
- School
- The road/street

Good Behaviour in Public Places:

Be quiet and do not shout.
Do not run around carelessly.
Do not litter (throw rubbish on the ground).
Respect older people and others around you.
Wait for your turn (e.g., on a slide, in a queue).
Keep your hands to yourself.
Obey rules and signs.

Living Peacefully with Others:

Living peacefully means getting along well with everyone – your friends, family, and neighbours. It means being kind and avoiding fighting or arguing.

How to Live Peacefully:
- Share your toys and snacks.
- Help your friends.
- Use kind words, not harsh words.
- Take turns when playing games.
- Say “sorry” when you make a mistake.
- Listen to others.

Reasons for Living Peacefully:

Everyone will be happy.
We will have many friends.
Our homes and schools will be safe.
We can learn and play better together.

Key Words

Good behaviour – Acting politely and kindly.
Public places – Places where many people go, like the market or park.
Peace – Being calm and not fighting.
Respect – Showing care and politeness to others.

What the Teacher Should Show or Draw

The teacher should display charts and posters showing:

Pictures of different public places.
Illustrations of children demonstrating good behaviour (e.g., waiting in line, putting rubbish in a bin, helping an older person).
Illustrations of children living peacefully (e.g., sharing toys, holding hands, helping each other).
Illustrations of bad behaviour to avoid (e.g., shouting, littering, pushing).

Good Manners Rhyme

Tune: Twinkle, Twinkle Little Star

Lyrics:

In the park and on the street,
Good behaviour can’t be beat.
Quiet voices, gentle hands,
Helping friends across the lands.
No more litter, no more fuss,
Peaceful living for all of us!

Actions:

“In the park and on the street” – Point outwards, then tap feet.
“Good behaviour can’t be beat” – Thumbs up.
“Quiet voices, gentle hands” – Finger to lips, then gently clap hands.
“Helping friends across the lands” – Extend hands as if offering help.
“No more litter, no more fuss” – Shake head “no”.
“Peaceful living for all of us!” – Hug self.

How to use the rhyme: The teacher leads the pupils in singing the rhyme with actions after discussing good behaviour in public places and peaceful living. Repeat several times for reinforcement.

Watch and Learn About Good Manners

The teacher can show a short educational video about good manners in public places to reinforce the lesson visually.

https://www.youtube.com/watch?v=Fj-y5j1iNlI

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils and asks them if they remember places they visited recently outside their homes and school. The teacher then asks how they behaved there.

Pupils’ Activity: Pupils respond to greetings and mention places like the market, church, or park. Some may briefly describe their behaviour.

Learning Point: Pupils recall familiar public places and begin to think about their behaviour.

Step 2: Presentation of Good Behaviour in Public Places

Time: 5 minutes

Teaching Skill: Explaining/Illustrating

Teacher’s Activity: The teacher explains what “good behaviour” means in simple terms. Using charts and pictures, the teacher introduces different public places and discusses good behaviours expected there (e.g., not shouting, not littering, respecting others).

Pupils’ Activity: Pupils listen attentively, look at the charts, and identify the public places shown. They repeat the good behaviours after the teacher.

Learning Point: Pupils understand the meaning of good behaviour and identify appropriate actions in public.

Step 3: Discussion and Demonstration of Good Behaviour

Time: 6 minutes

Teaching Skill: Guiding/Demonstrating

Teacher’s Activity: The teacher guides pupils to mention some public places they have visited and asks them to describe how they behaved or how they *should* behave. The teacher also asks pupils to mention what they must *not* do in public places. The teacher demonstrates simple good behaviours like waiting in line or speaking softly.

Pupils’ Activity: Pupils mention public places, describe good behaviour they have seen or practised, and state actions to avoid (e.g., “don’t throw rubbish”). They imitate the teacher’s demonstrations.

Learning Point: Pupils actively recall and articulate good and bad behaviours in public settings.

Step 4: Rhyme Reinforcement

Time: 4 minutes

Teaching Skill: Reinforcing/Singing

Teacher’s Activity: The teacher introduces the “Good Manners Rhyme” and leads the pupils in singing it with actions. The teacher repeats the rhyme several times, encouraging full participation.

Pupils’ Activity: Pupils sing the rhyme along with the teacher, performing the actions.

Learning Point: Pupils reinforce their understanding of good behaviour through song and movement.

Step 5: Presentation of Living Peacefully with Others

Time: 5 minutes

Teaching Skill: Explaining/Connecting

Teacher’s Activity: The teacher introduces the concept of “living peacefully with others.” Using pictures, the teacher explains how to live peacefully (sharing, helping, using kind words) and discusses simple reasons why it is important (everyone is happy, we have friends, we are safe).

Pupils’ Activity: Pupils listen, observe the pictures, and repeat ways to live peacefully. They share their own experiences of sharing or helping.

Learning Point: Pupils understand the meaning of peaceful living and its benefits.

Step 6: Role-play and Application

Time: 3 minutes

Teaching Skill: Facilitating/Observing

Teacher’s Activity: The teacher sets up a simple role-play scenario (e.g., a ‘park’ with a toy, a ‘queue’ for a drink) and asks pupils to demonstrate good behaviour or peaceful interaction, such as sharing a toy or waiting for a turn. The teacher provides positive feedback.

Pupils’ Activity: Pupils participate in the role-play, demonstrating good behaviour and peaceful interactions.

Learning Point: Pupils apply their learning through practical demonstration.

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.

“Name one public place you know.”
“Tell me one good thing you should do in the market.”
“What should you NOT do in the park?”
“How can you live peacefully with your friend?” (e.g., by sharing, not fighting)

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: Summarising/Encouraging

Teacher’s Activity: The teacher praises the pupils for their participation and reminds them always to show good behaviour in public places and live peacefully with everyone. The teacher encourages them to practice these habits daily.

Pupils’ Activity: Pupils listen and affirm their commitment to good behaviour.

Learning Point: Pupils are motivated to apply the learned social habits.

Lesson Keywords

Public places – Areas like markets, parks, or hospitals where many people gather.
Good behaviour – Acting politely, kindly, and respectfully towards others.
Peaceful living – Getting along well with others without fighting or arguing.
Respect – Showing consideration and politeness to people and places.
Littering – Throwing rubbish on the ground instead of in a bin.

Differentiation

Support: For pupils who struggle, the teacher will use larger, clearer pictures of public places and good behaviours. The teacher will provide one-on-one prompts and model responses, asking for single-word answers or simple gestures. They will be given extra opportunities to repeat key phrases.
Extension: For quicker learners, the teacher can ask them to name more public places or suggest additional good behaviours. They can also be asked to explain *why* a particular behaviour is good or bad, or to lead a small group in a role-play scenario.

Note for teachers using this lesson plan

Before the lesson, ensure you have a variety of clear pictures or charts of common Nigerian public places and illustrations of both good and bad behaviours. The video clip should be previewed to ensure suitability. Emphasize that good behaviour is about making everyone comfortable and safe. When discussing “living peacefully,” relate it directly to the children’s daily interactions at home and school. Encourage pupils to share their own experiences, which makes the lesson more relatable. During role-play, provide simple props to make it more engaging. Observe pupils closely during activities and discussions to gauge their understanding. Praise efforts and correct misconceptions gently. The main idea children must grasp is that their actions affect others, and behaving well makes the community a better place for everyone.