Note for teachers using this lesson plan
Before this lesson, ensure you have clear floor markers (tape or a rope) to guide pupils in forming a straight line. The central idea for pupils is to understand how to stand in an orderly straight line, especially from tallest to shortest, and to maintain a calm posture by folding their arms. Observe if pupils can follow your instructions to form the line and stand correctly, as this shows successful learning.
Class: Pre-School Level 3
Term: Second Term
Week: 8
Age: 4 years
Duration: 30 minutes
Subject: Personal Development
Curriculum Theme: Personal Development
Previous Lesson: Following simple instructions and identifying tall/short objects.
Topic: Making a Straight Line
Subject Matter: Making a Straight Line
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify a straight line when shown.
- Understand the concept of standing from tallest to shortest.
Affective Domain
- Listen attentively to the teacher’s instructions.
- Show willingness to participate in forming a line with peers.
Psychomotor Domain
- Form a straight line independently or with minimal guidance.
- Stand according to their height (tallest to shortest).
- Fold their arms while standing still.
Social Domain
- Cooperate with classmates to form a line.
- Take turns and respect personal space while lining up.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Early Learner Environmental Studies (as per seed)
- Relevant Early Childhood Care and Education resources
Instructional Materials
- Floor markers (e.g., masking tape, a rope, or painted lines on the floor)
- Picture cards showing children lining up in an orderly manner
- Music for a “lining up” song
- A height chart (optional, for visual comparison)
Rationale for the Lesson
Learning to make a straight line is fundamental for developing orderliness, self-discipline, and cooperation in young children. It helps 4-year-olds understand classroom routines, prepare for transitions, and respect personal space, which are essential life skills for school and beyond.
Prerequisite/Previous Knowledge
Pupils can follow simple one-step instructions, identify objects as tall or short, and participate in group activities.
Lesson Content/Board Summary
MAKING A STRAIGHT LINE
A straight line is when we stand one after the other, in a neat and orderly way. It helps us move safely and quickly in school.
When we make a straight line, we often stand from the tallest person to the shortest person. The tallest person stands at the front, and the shortest person stands at the back.
We also learn to fold our arms while standing in line. This helps us to stand still, be calm, and keep our hands to ourselves.
Key Words
- Straight – Not bent or curved.
- Line – People or things arranged one after another.
- Tall – Having great height.
- Short – Having little height.
- Orderly – Neat and well-arranged.
- Fold – To bend something over itself.
Movement Rhyme: Line Up, Line Up!
Tune: “Are You Sleeping, Brother John?”
Lyrics:
Line up, line up,
One by one.
Tallest first, then everyone.
Fold your arms, stand so still,
Ready now, what a thrill!
Actions:
- “Line up, line up” – Point to the floor where the line should be.
- “One by one” – Hold up one finger.
- “Tallest first” – Reach up high, then point forward.
- “Fold your arms” – Demonstrate folding arms.
- “Stand so still” – Stand very still.
Watch and Practise
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by asking pupils what a “line” is. Use the floor markers to clearly show where a straight line should be formed. Explain that standing in a straight line helps everyone stay safe and move together. Use simple language and demonstrate each concept.
What to show or demonstrate: Demonstrate what a “straight line” looks like using the floor markers. Show pupils how to stand one behind the other, without pushing. Physically demonstrate how to fold arms neatly across the chest and stand still. Call out a few pupils to demonstrate “tallest” and “shortest” in relation to each other.
How to use the rhyme/song: Introduce the “Line Up, Line Up!” rhyme after explaining the concepts. Sing it slowly with actions, encouraging pupils to join in. Repeat it 2-3 times to help them remember the words and actions, especially when transitioning to form a line.
How to use the video: Introduce the video as “a song about lining up.” Play the provided YouTube video (“The Line Up Song” by The Kiboomers). After watching, encourage pupils to discuss what they saw and practise the movements or actions from the video, reinforcing the idea of orderly lining up.
What to watch for: Observe if pupils understand the concept of “straight” versus “crooked.” Watch for those who struggle with spatial awareness or standing still. Gently correct pushing or jostling, reinforcing the importance of personal space.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Imitation
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils warmly. Asks pupils if they remember how we line up to go outside or for snacks. “What do we do to make sure we are all safe and ready?”
Pupils’ Activity: Pupils respond to greetings and share their ideas about lining up, perhaps by pointing or making a line gesture.
Learning Point: Pupils recall previous experiences of lining up and are engaged in the lesson.
Step 2: Explanation and Demonstration of a Straight Line
Time: 5 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher introduces the topic “Making a Straight Line.” Uses floor markers to show a clear straight line. Explains what a straight line is and demonstrates how to stand one behind the other, without touching. Explains the importance of folding arms to stand still and calmly.
Pupils’ Activity: Pupils observe the teacher’s demonstration and listen to the explanation. They may point to the line or try to imitate folding their arms.
Learning Point: Pupils understand the visual concept of a straight line and the action of folding arms.
Step 3: Guided Practice – Forming a Straight Line
Time: 5 minutes
Teaching Skill: Guided Practice/Correction
Teacher’s Activity: The teacher asks pupils to stand up and guides them to form a straight line using the floor markers. Provides individual support and gentle correction for pupils who are not standing correctly. “Let’s make a long, straight snake!”
Pupils’ Activity: Pupils attempt to form a straight line, following the teacher’s instructions and using the floor markers as a guide.
Learning Point: Pupils practise forming a straight line and learn to follow spatial instructions.
Step 4: Reinforcement with Rhyme and Video
Time: 5 minutes
Teaching Skill: Reinforcement/Creative Expression
Teacher’s Activity: The teacher leads the pupils in singing the “Line Up, Line Up!” rhyme with actions. Then, plays the “Line Up Song” video and encourages pupils to watch and move along to the song’s instructions.
Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, imitating the movements and instructions shown.
Learning Point: Pupils reinforce their understanding of lining up through song and visual demonstration.
Step 5: Guided Practice – Standing by Height and Folding Arms
Time: 4 minutes
Teaching Skill: Comparison/Application
Teacher’s Activity: The teacher explains that sometimes we line up from the tallest to the shortest. Asks pupils to compare their heights and guides them to rearrange themselves in the line from tallest at the front to shortest at the back. Reminds them to fold their arms.
Pupils’ Activity: Pupils compare their heights with peers and try to arrange themselves in the line from tallest to shortest, folding their arms as instructed.
Learning Point: Pupils practise comparing heights and applying the rule of standing tallest to shortest while maintaining posture.
Step 6: Application – Pretend Activity
Time: 3 minutes
Teaching Skill: Role-play/Practical Application
Teacher’s Activity: The teacher announces a pretend activity, e.g., “Let’s line up to go to the play area!” or “Let’s line up to get our storybooks!” and observes how pupils form the line independently, remembering to stand tallest to shortest and fold arms.
Pupils’ Activity: Pupils independently form a straight line, trying to apply all the learned rules (straight, tallest to shortest, folded arms).
Learning Point: Pupils apply the learned skills in a simulated real-life scenario.
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.
- “Can you show me a straight line?” (Teacher points to the floor markers).
- “Who is the tallest in our line right now? Who is the shortest?”
- “Show me how you fold your arms when you stand still.”
- “Why do we make a straight line?”
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/Praise
Teacher’s Activity: The teacher praises pupils for their good effort in making straight lines and standing orderly. Reminds them that this skill helps keep everyone safe and organised in school. “You all did a great job making a straight line today!”
Pupils’ Activity: Pupils listen to the teacher and feel encouraged.
Learning Point: Pupils feel a sense of accomplishment and understand the value of the skill.
Lesson Keywords
- Straight – Not bent or curved.
- Line – People or things arranged one after another.
- Tall – Having great height.
- Short – Having little height.
- Fold – To bend something over itself.
Differentiation
- Support: For pupils who struggle with forming a straight line or identifying height, provide more direct physical guidance (e.g., hand-on-shoulder to guide into position). Use larger, more obvious floor markers. Pair them with a peer who understands the concept.
- Extension: Encourage pupils who quickly grasp the concept to help guide their peers into the line. Ask them to identify the person who should be next in line based on height. Challenge them to lead the line for a short distance while maintaining the straight formation.
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