Note for teachers using this lesson plan
Before this lesson, gather a selection of common personal belongings such as a school bag, a few books, pencils, a lunch box, a pair of shoes, and a small item of clothing. The central idea is for pupils to understand the simple steps of arranging their items and why it is important. Observe pupils as they actively participate in demonstrating how to put their things away neatly, showing they can follow the steps.
Class: Pre-School Level 3
Term: Third Term
Week: 9
Age: 4 years
Duration: 30 minutes
Subject: Personal Development
Curriculum Theme: Personal Development
Previous Lesson: Understanding and respecting personal space
Topic: ARRANGING PERSONAL BELONGINGS
Subject Matter: How to arrange and care for personal belongings.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify their personal belongings.
- State simple reasons why it is good to arrange their belongings.
Affective Domain
- Show willingness to arrange their personal belongings.
- Appreciate the importance of keeping their things neat.
Psychomotor Domain
- Demonstrate how to put away their school bag, books, and other items.
- Arrange a few personal items neatly in a designated space.
Social Domain
- Participate actively in group activities related to tidying up.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Early Childhood Care and Education resources
- Early Learner Environmental Studies (as per seed)
Instructional Materials
- A school bag
- Children’s books
- Pencils, crayons, pencil case
- A lunch box and water bottle
- A pair of children’s shoes
- A small item of clothing (e.g., a child’s shirt or shorts)
- A small mat or designated space to demonstrate arranging
- Picture cards showing neat and messy spaces
Rationale for the Lesson
Learning to arrange personal belongings at this age helps children develop responsibility, orderliness, and self-care skills. It teaches them to value their possessions, makes it easier to find things, and fosters a sense of independence and organisation that is crucial for their overall development.
Prerequisite/Previous Knowledge
Pupils can identify some of their personal items like their school bag, shoes, and toys. They also understand simple instructions and can follow basic routines.
Lesson Content/Board Summary
ARRANGING PERSONAL BELONGINGS
Our personal belongings are the things that belong to us, like our school bag, books, pencils, shoes, and clothes.
It is important to arrange and care for our personal belongings. This means putting them in their proper places after we use them.
Why we arrange our belongings:
- It makes our space neat and tidy.
- We can find our things easily when we need them.
- Our things will last longer if we take good care of them.
- It shows we are responsible children.
How to arrange some personal belongings:
- School Bag: Put your books, pencil case, and lunch box inside your bag neatly.
- Books: Place your books on a shelf or inside your school bag.
- Pencils/Crayons: Put them back in your pencil case or container.
- Shoes: Keep your shoes together on a shoe rack or by the door.
- Clothes: Fold your clothes or hang them in your wardrobe.
Key Words
- Belongings – things that belong to someone.
- Arrange – to put things in a neat and organised way.
- Care – to look after something properly.
- Neat – tidy and orderly.
Tidy Up Rhyme
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
Put your books, put them away,
In your bag, every day.
Shoes together, on the floor,
Don’t leave mess by the door.
Tidy up, make it neat,
Happy space, oh so sweet!
Actions: Mimic putting books in a bag, putting shoes together, sweeping hands to show tidying, smiling.
Watch and Learn to Tidy Up
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce the topic by showing a messy space versus a neat space (using real items or pictures). Explain what “personal belongings” are. Discuss why it’s good to arrange things using simple language and questions. Demonstrate each step of arranging items clearly and slowly.
What to show or demonstrate: Use the actual school bag, books, pencils, lunch box, shoes, and a piece of clothing. Show how to put each item in its correct place. For example, open the bag, put books inside, close it. Pick up shoes, place them side-by-side. Show how to fold a small shirt.
How to use the rhyme/song: Introduce the “Tidy Up Rhyme” after explaining the importance of arranging. Sing it slowly with actions, encouraging pupils to join in. Repeat the rhyme 2-3 times to help them learn the words and actions.
How to use the video: Introduce the video as a fun way to see how other children tidy up. Play the video, asking pupils to observe how the children in the video put their things away. After watching, discuss what they saw and encourage them to mimic some of the actions.
What to watch for: Observe if pupils can identify their own belongings and if they attempt to follow the demonstration steps. Look for their willingness to participate and their ability to mimic the actions of arranging.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Practical Activity
- Repetition
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Motivation
Teacher’s Activity: The teacher greets the pupils and shows them a picture of a messy room and a neat room. The teacher asks, “Which room looks nice? Which room would you like to play in?”
Pupils’ Activity: Pupils respond by pointing to the neat room and saying “The neat one!” or “The clean room!”
Learning Point: Pupils are introduced to the concept of neatness and order.
Step 2: Identifying Personal Belongings
Time: 4 minutes
Teaching Skill: Identification/Vocabulary
Teacher’s Activity: The teacher brings out various items (school bag, books, pencils, shoes, lunch box) and asks, “Whose bag is this? Whose shoes are these?” The teacher explains that these are “personal belongings.”
Pupils’ Activity: Pupils identify their own items and repeat “personal belongings” after the teacher.
Learning Point: Pupils learn to identify their personal belongings and understand the term.
Step 3: Discussing Importance of Arranging
Time: 4 minutes
Teaching Skill: Explanation/Reasoning
Teacher’s Activity: The teacher asks, “What happens if we scatter our things? Can we find them easily?” The teacher explains simple reasons why arranging is good (easy to find, neat, lasts longer).
Pupils’ Activity: Pupils offer simple answers like “No, we can’t find them” and listen to the teacher’s explanation.
Learning Point: Pupils understand the benefits of arranging their belongings.
Step 4: Teacher Demonstration of Arranging
Time: 5 minutes
Teaching Skill: Demonstration/Modelling
Teacher’s Activity: The teacher demonstrates how to arrange each item (e.g., puts books in the bag, places shoes neatly, puts pencils in a case) one by one, explaining each step clearly.
Pupils’ Activity: Pupils watch carefully and listen to the instructions, observing the proper way to arrange each item.
Learning Point: Pupils observe the correct procedure for arranging various personal items.
Step 5: Guided Practice and Rhyme Reinforcement
Time: 5 minutes
Teaching Skill: Guided Practice/Repetition
Teacher’s Activity: The teacher invites a few pupils to come forward and, with guidance, arrange one item each. The teacher then leads the class in singing the “Tidy Up Rhyme” with actions.
Pupils’ Activity: Selected pupils practise arranging an item. All pupils sing the rhyme and perform the actions, reinforcing the message.
Learning Point: Pupils begin to practise arranging and internalise the message through song.
Step 6: Video and Further Application
Time: 4 minutes
Teaching Skill: Visual Learning/Application
Teacher’s Activity: The teacher plays the video “Let’s put things away” and asks pupils to watch how the children in the video tidy up. After the video, the teacher asks pupils to show with their hands how they would put their shoes away.
Pupils’ Activity: Pupils watch the video and then mimic the actions of putting things away, such as placing shoes neatly.
Learning Point: Pupils reinforce their understanding through visual examples and physical imitation.
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.
- “Is it good to scatter your things around?” (as per seed)
- “Show me how you put your books in your bag.”
- “Why should we put our shoes in one place?”
- “What are some of your personal belongings?”
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: Summarisation/Encouragement
Teacher’s Activity: The teacher praises the pupils for their participation and reminds them to always arrange their belongings at home and in school. The teacher leads a final round of the “Tidy Up Rhyme.”
Pupils’ Activity: Pupils say “Yes, teacher!” and sing the rhyme one last time.
Learning Point: Pupils are encouraged to apply the lesson in their daily lives.
Lesson Keywords
- Belongings – things that belong to you.
- Arrange – to put things in order.
- Neat – tidy and clean.
Differentiation
- Support: For pupils who struggle, the teacher can provide more one-on-one guidance, use hand-over-hand assistance for arranging items, or ask them to focus on arranging just one item. Use larger, more distinct items for demonstration.
- Extension: For pupils who grasp the concept quickly, the teacher can ask them to name other items they arrange at home (e.g., toys, plates after eating) or explain in their own words why it is good to be tidy.
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