At-taharah, Istinja and Istinja (cleaning with Water, Sands, Stones, Tissues .) for JSS 1

Class: Junior Secondary School 1 (JSS 1 / JS1)
Term: Third Term
Week: 9
Age: 12 years
Duration: 45 minutes
Subject: National Values Education
Curriculum Theme: Security Education
Previous Lesson: Types of Ghusl (janabah, Haydah, Nifas in Al-ghusl).
Topic: AT-TAHARAH
Subject Matter: Istinja (Cleaning with water, sands, stones, tissues.)

Specific Objectives

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

Cognitive Domain:

• Define At-Taharh.
• Explain the meaning of Istinja.
• List various materials used for Istinja.
• State the importance of practicing Istinja.

Affective Domain:

• Appreciate the religious and health importance of cleanliness.
• Show willingness to practice Istinja regularly.
• Value personal hygiene as a component of overall well-being.
• Develop a positive attitude towards Islamic teachings on purification.

Psychomotor Domain:

• Demonstrate the correct procedure for Istinja using available materials.
• Differentiate between appropriate and inappropriate materials for Istinja.
• Practice proper cleaning habits after using the toilet.
• Illustrate the steps of Istinja through drawing or role-play.

Social Domain:

• Promote good hygiene practices among their peers and in their community.
• Encourage others to maintain personal cleanliness.
• Contribute to a clean and healthy school environment.
• Respect diverse cultural and religious practices related to hygiene.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum for National Values Education.
• State Unified Scheme of Work for National Values Education JSS 1.
• National Values Education for Junior Secondary Schools 1 by [Author/Publisher].

Instructional Materials

The teacher will teach this lesson with the aid of:

• Chart showing different materials used for cleaning (water, sand, stones, tissues).
• Pictures illustrating the steps of Istinja.
• A small container of water, sand, small stones, and tissue paper for demonstration.

Rationale for the Lesson

This lesson helps pupils understand the concept of purification and hygiene, specifically Istinja, as taught in Islam. It enables them to practice proper personal cleanliness, which is essential for their health and spiritual well-being, contributing to a secure and healthy environment.

Prerequisite/Previous Knowledge

Pupils are expected to have basic knowledge of personal hygiene and some general religious practices related to cleanliness.

Lesson Content/Board Summary

AT-TAHARAH: ISTINJA

Meaning of At-Taharh

At-Taharh means purification or cleanliness. In Islam, it refers to ritual purity, which is a fundamental requirement for prayer and other acts of worship. It involves both physical cleanliness and spiritual purification.

Meaning of Istinja

Istinja is the act of cleaning oneself with water or other permissible materials after defecating or urinating. It is an important aspect of personal hygiene and ritual purity in Islam.

Materials Used for Istinja

The following materials can be used for Istinja:

• Water: This is the preferred and most complete method of cleaning.
• Stones: Small, smooth stones can be used to wipe away impurities when water is scarce.
• Sand: Clean sand can also be used as an alternative cleaning agent.
• Tissues/Toilet paper: These are commonly used today for cleaning.
• Leaves: In some situations, clean leaves can be used as a last resort.

NOTE: Materials used for Istinja must be clean, pure, and not harmful. They should not be bones, dung, or anything considered sacred.

Importance of Istinja

The importance of Istinja includes:

• Ensuring physical cleanliness and hygiene.
• Preventing the spread of germs and diseases.
• Fulfilling a religious obligation for ritual purity before prayers.
• Promoting overall health and well-being.
• Instilling discipline and good personal habits.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and asks them about the importance of keeping their bodies and surroundings clean. The teacher then introduces the topic of At-Taharh and Istinja.
Pupils’ Activity: Pupils respond to the questions about cleanliness and listen attentively to the introduction.
Learning Point: Pupils are engaged and relate the topic to their everyday lives.

Step 2: Explanation of At-Taharh

Time: 7 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher explains the meaning of At-Taharh as purification or cleanliness in both physical and spiritual aspects, emphasizing its importance in Islam.
Pupils’ Activity: Pupils listen and copy the definition of At-Taharh into their notebooks.
Learning Point: Pupils understand the concept of At-Taharh.

Step 3: Explanation of Istinja

Time: 7 minutes
Teaching Skill: Elucidation/Concept Development
Teacher’s Activity: The teacher defines Istinja as the act of cleaning oneself after excretion and explains its purpose.
Pupils’ Activity: Pupils listen, ask questions for clarity, and write down the definition of Istinja.
Learning Point: Pupils grasp the specific meaning and purpose of Istinja.

Step 4: Discussion of Materials for Istinja

Time: 7 minutes
Teaching Skill: Discussion/Listing
Teacher’s Activity: The teacher discusses the various materials that can be used for Istinja, such as water, sand, stones, and tissues, highlighting the preferred method (water) and alternatives.
Pupils’ Activity: Pupils identify and list the materials mentioned, contributing their own knowledge of cleaning materials.
Learning Point: Pupils know the acceptable materials for performing Istinja.

Step 5: Discussion of Importance of Istinja

Time: 7 minutes
Teaching Skill: Explanatory/Value Clarification
Teacher’s Activity: The teacher explains the importance of Istinja for physical health, spiritual purity, and disease prevention.
Pupils’ Activity: Pupils listen and discuss how Istinja contributes to their health and religious duties.
Learning Point: Pupils understand the benefits and significance of practicing Istinja.

Step 6: Practical Demonstration/Procedure

Time: 5 minutes
Teaching Skill: Demonstration/Practical Application
Teacher’s Activity: The teacher briefly demonstrates or explains the general procedure of Istinja using the instructional materials (e.g., how to use water or tissue for cleaning).
Pupils’ Activity: Pupils observe the demonstration and ask questions about the correct procedure.
Learning Point: Pupils gain a practical understanding of how to perform Istinja.

Step 7: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What is At-Taharh?
2. Define Istinja.
3. Mention three materials that can be used for Istinja.
4. State two reasons why Istinja is important.

Pupils’ Activity: Pupils answer orally and in writing.
Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Summarization/Wrap-up
Teacher’s Activity: The teacher summarizes the key points of the lesson, reiterating the importance of cleanliness in daily life. The teacher assigns homework for pupils to research other aspects of Taharh.
Pupils’ Activity: Pupils listen to the summary and copy the homework.
Learning Point: Pupils reinforce their understanding and are encouraged to continue learning.

Home Task: Write three lessons learned about AT-TAHARAH and one suitable way to apply the teaching responsibly.

Lesson Keywords

• At-Taharh – Purification or cleanliness, especially ritual purity in Islam.
• Istinja – The act of cleaning oneself after defecation or urination using water or other permissible materials.
• Hygiene – Practices conducive to maintaining health and preventing disease, especially through cleanliness.
• Ritual purity – A state of cleanliness required for certain religious acts.

Differentiation

For pupils who grasp concepts quickly, the teacher can assign additional research on different types of Taharh (e.g., Wudu, Ghusl). For pupils needing more support, the teacher can provide simplified diagrams of Istinja steps and offer one-on-one guidance.

Note for teachers using this lesson plan

Teachers should ensure a sensitive approach when discussing personal hygiene topics. Encourage an open and respectful classroom environment. Emphasize that while Istinja is an Islamic practice, the underlying principles of hygiene are universal and beneficial for everyone’s health and well-being. Use visual aids effectively to demonstrate concepts without causing discomfort.