Note for teachers using this lesson plan
Before this lesson, ensure you have a variety of books, some new and some older, as well as a designated shelf or area for arranging them. The central idea for pupils is to understand that learning materials, especially books, must be handled gently and kept in order. Successful learning will be observed when pupils can demonstrate turning book pages carefully and neatly arranging their books in a designated space.
Class: Pre-School Level 3
Term: Second Term
Week: 6
Age: 4 years
Duration: 30 minutes
Subject: Personal Development
Curriculum Theme: Personal Development
Previous Lesson: Understanding classroom rules and routines.
Topic: How to Handle Materials
Subject Matter: How to handle and arrange learning materials properly.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify proper ways to handle books and other learning materials.
- State why it is important to take care of learning materials.
Affective Domain
- Show care and responsibility when using classroom books.
- Appreciate the importance of keeping their learning environment tidy.
Psychomotor Domain
- Demonstrate how to turn pages of a book gently.
- Practise arranging their books neatly in a designated area.
Social Domain
- Share learning materials carefully with friends.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Early Childhood Care and Education resources
- Early Learner Environmental Studies (as a general resource)
Instructional Materials
- A variety of storybooks and textbooks (pupils’ own books and classroom books)
- Pictures showing books being handled carefully and carelessly
- Pictures showing neatly arranged books and untidy piles of books
- A small shelf or designated area for arranging books
Rationale for the Lesson
This lesson is crucial for 4-year-olds as it teaches them responsibility and respect for shared resources. Learning to handle and arrange materials properly helps to prolong the life of books and toys, fosters a sense of orderliness, and prepares children for more organized learning environments in the future.Prerequisite/Previous Knowledge
Pupils can identify common classroom objects like books, pencils, and crayons. They have also been guided on basic classroom routines.Lesson Content/Board Summary
How to Handle and Arrange Learning Materials Properly
Learning materials like books, pencils, and toys help us learn and play. We must take good care of them so they last long and stay neat.
How to Handle Books Properly
- Hold your book with two hands.
- Turn pages gently, one at a time.
- Do not tear the pages.
- Do not bend the book cover.
- Do not write or draw in books that are not your personal workbook.
- Keep books away from water or dirty hands.
How to Arrange Books Properly
- After using a book, put it back in its correct place.
- Stack books neatly, one on top of the other, or stand them upright on a shelf.
- Make sure all books are facing the same way.
- Keep your desk or bag tidy.
Key Words
- Handle – to touch, feel, or hold something with your hands.
- Arrange – to put things in a neat and orderly way.
- Books – objects with pages that we read.
- Neatly – in a tidy and organized way.
- Carefully – doing something with attention to avoid damage or mistakes.
Our Tidy Hands Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
Gentle hands for every book,
Careful where we put and look.
Pages soft, we turn with care,
No more tearing anywhere.
Put them back, all neat and grand,
Best books in the whole wide land!
Actions:
- “Gentle hands” – gently rub hands together.
- “Careful where we put and look” – point to eyes, then to a book.
- “Pages soft, we turn with care” – demonstrate turning a page gently.
- “No more tearing anywhere” – shake head “no.”
- “Put them back, all neat and grand” – make a stacking motion with hands.
- “Best books in the whole wide land!” – open arms wide.
Watch and Learn: Taking Care of Books
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce the topic by asking pupils what they use to learn. Explain that these materials are important and need care. Use simple language to explain “handling properly” and “arranging properly,” focusing on books as the primary example. Show pictures of good and bad ways to handle books.
What to show or demonstrate: Demonstrate with an actual book: how to hold it, how to turn pages gently, and how to put it back neatly on a shelf or stack. Show the difference between a neat stack of books and a messy one.
How to use the rhyme/song: Teach the “Our Tidy Hands Rhyme” by singing it slowly first, then with actions. Repeat it several times, encouraging pupils to join in the singing and actions. Use it as a transition or a reminder during the lesson.
How to use the video: Introduce the video as a fun way to learn more about taking care of books. Play the video “How to Take Care of a Book.” After watching, ask pupils what new ideas they learned from the video and encourage them to share how they will take care of their own books.
What to watch for: Observe if pupils are able to follow simple instructions for handling books gently. Note if they attempt to arrange their books neatly. Correct any rough handling or careless placement immediately and gently.
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: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils and asks them to name some things they use in school to learn and play (e.g., books, crayons, toys). The teacher then introduces the topic by saying, “Today, we will learn how to take good care of our books and other things.”
Pupils’ Activity: Pupils respond by naming learning materials. They listen attentively to the teacher.
Learning Point: Pupils recall familiar learning materials and are introduced to the lesson topic.
Step 2: Presentation – Handling Materials Properly
Time: 5 minutes
Teaching Skill: Demonstration/Explanation
Teacher’s Activity: The teacher shows a book and demonstrates how to handle it properly: holding it with two hands, turning pages gently, and not bending the cover. The teacher also shows pictures of books being handled carelessly (torn pages, scribbles) and explains why this is bad.
Pupils’ Activity: Pupils observe the teacher’s demonstration and look at the pictures. They listen to the explanation.
Learning Point: Pupils learn the correct way to handle books and understand why it’s important.
Step 3: Guided Practice – Handling Books
Time: 5 minutes
Teaching Skill: Guided Practice/Correction
Teacher’s Activity: The teacher distributes one book to each pupil and asks them to practise holding it gently and turning the pages one by one. The teacher moves around to guide and correct pupils who are not handling the books properly.
Pupils’ Activity: Pupils practise handling their books gently, following the teacher’s instructions and demonstration.
Learning Point: Pupils develop fine motor skills and gentle handling habits for books.
Step 4: Presentation – Arranging Materials Properly
Time: 4 minutes
Teaching Skill: Demonstration/Modelling
Teacher’s Activity: The teacher shows a designated shelf or area and demonstrates how to arrange books neatly, either by stacking them or standing them upright. The teacher explains that everything has its place.
Pupils’ Activity: Pupils observe how the teacher arranges the books neatly and listen to the explanation about putting things in their place.
Learning Point: Pupils understand the concept of arranging materials in an orderly way.
Step 5: Guided Practice – Arranging Books
Time: 4 minutes
Teaching Skill: Practical Application
Teacher’s Activity: The teacher asks pupils to bring their books and helps them to arrange them neatly in the designated area or on their desks. The teacher provides support and positive reinforcement.
Pupils’ Activity: Pupils participate in arranging their books neatly, following the teacher’s guidance.
Learning Point: Pupils practise putting books away in an organized manner.
Step 6: Reinforcement – Rhyme and Video
Time: 5 minutes
Teaching Skill: Reinforcement/Engagement
Teacher’s Activity: The teacher leads the pupils in singing the “Our Tidy Hands Rhyme” with actions. Afterwards, the teacher plays the short video “How to Take Care of a Book” and asks pupils to watch carefully.
Pupils’ Activity: Pupils sing the rhyme with actions and watch the video attentively.
Learning Point: The rhyme and video reinforce the importance of handling and arranging materials properly.
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.
- “How should you handle your books?” (e.g., gently, with two hands)
- “What should you not do to a book?” (e.g., tear pages, bend cover)
- “Show me how you put your book back neatly.”
- “Why is it good to keep our books neat?” (e.g., they last longer, classroom looks tidy)
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: Summary/Encouragement
Teacher’s Activity: The teacher praises the pupils for their participation and good efforts. The teacher reminds them to always handle their books and other materials carefully, both at school and at home. “Let’s always be tidy children!”
Pupils’ Activity: Pupils listen to the teacher’s summary and promise to be careful with their materials.
Learning Point: Pupils are encouraged to apply the lesson in their daily lives.
Lesson Keywords
- Handle – To hold or touch something with your hands.
- Arrange – To put things in a neat and tidy order.
- Books – Things with pages that we read stories or learn from.
- Neatly – When things are clean, tidy, and in order.
- Carefully – Doing something gently and with attention, so you don’t break or damage it.
Differentiation
- Support: For pupils who struggle with fine motor skills, provide larger, more durable books with fewer pages. Offer hand-over-hand guidance for turning pages and arranging books. Use visual cues like outlines on shelves to show where books belong.
- Extension: Encourage pupils who quickly grasp the concept to help their peers. Challenge them to identify other classroom materials (e.g., crayons, blocks, toys) that need to be handled and arranged properly, and demonstrate how they would do it.
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