Note for teachers using this lesson plan
Before the lesson, gather various familiar objects from the classroom and pictures of different environments (e.g., a home, a market, a park) to help pupils understand “everything around us.” The central idea is for pupils to identify and name common things in their immediate surroundings. Ensure the classroom is tidy and safe for movement. Observe if pupils can point to and name at least three items in their environment by the end of the lesson.
Class: Pre-School Level 1
Term: Second Term
Week: 6
Age: 2 years
Duration: 30 minutes
Subject: Health Habits
Curriculum Theme: Health Habits
Previous Lesson: Simple health practices like washing hands
Topic: The Environment
Subject Matter: The Environment: Meaning and Description
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify familiar objects in their immediate environment.
- Name at least two things they see around them.
- Describe their environment in simple terms (e.g., “I see a chair,” “I see my friend”).
Affective Domain
- Show interest in observing and talking about their surroundings.
- Listen attentively to descriptions of the environment.
Psychomotor Domain
- Point to different objects in the classroom environment.
- Participate in simple actions related to the “environment” song.
Social Domain
- Take turns to name objects they see.
- Engage in guided group discussions about their environment.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education resources
Instructional Materials
- Video clips on “My Environment”
- Charts showing different environments (classroom, home, playground)
- Real objects in the classroom (chairs, tables, toys, books)
- Pictures of familiar objects (ball, flower, car)
Rationale for the Lesson
Understanding “the environment” helps 2-year-olds become aware of their surroundings and the things that make up their world. This awareness is foundational for developing good health habits, as they will later learn about keeping their environment clean and safe, which directly impacts their well-being.
Prerequisite/Previous Knowledge
Pupils can identify and name some common objects in their home and school, and they are generally aware of people and things around them.
Lesson Content/Board Summary
The Environment: Meaning and Description
Our environment is everything around us. It is all the things we can see, touch, and hear where we are.
When we look around, we see many things. These things are part of our environment.
- In our classroom environment, we see: chairs, tables, books, toys, friends, the teacher, walls, windows, doors.
- Outside our classroom, we might see: trees, flowers, cars, other children, houses.
We can describe our environment by saying what we see.
For example: “I see a big table.” “I see my friend, Emeka.” “I see a red ball.”
Key Words
- Environment – everything around us.
- Around – all sides of us, where we are.
- See – to look at something with our eyes.
My Environment Song
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
What do I see all around?
Many things on the ground.
I see chairs and I see toys,
I see girls and I see boys.
What do I see all around?
Many things on the ground.
Actions: Point all around, point to the floor, point to chairs, point to toys, point to girls, point to boys, repeat pointing all around and to the floor.
Watch and Learn About Our Environment
💡 Teacher Guide for Using This Board Summary
How to teach the content: Start by asking pupils to look around the classroom. Explain “environment” as “everything we see around us, right here.” Use simple, repetitive language. Emphasize looking and naming familiar objects.
What to show or demonstrate: Point to various objects in the classroom (e.g., “This is a chair, it is part of our environment”). Use charts with clear pictures of different environments (e.g., a child’s bedroom, a playground) and ask pupils to name things they see in the pictures. Hold up real objects and ask, “What is this? Is it in our environment?”
How to use the rhyme/song: Introduce the “My Environment Song” by singing it slowly with clear actions. Encourage pupils to join in with the actions first, then try to sing along. Repeat the song 2-3 times to reinforce the concept and vocabulary.
How to use the video: Introduce the video as a fun way to see more things around us. Play the video, encouraging pupils to point to objects they recognise. After the video, ask simple questions like, “What did you see in the video?” or “Did you see a tree/car/house?”
What to watch for: Observe if pupils can point to and name at least two different objects in the classroom. Watch for their participation in the song and their ability to follow simple instructions like “point to the door.”
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Manipulation of Objects
- Repetition
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: Greets pupils and sings a familiar welcome song. Asks pupils to look around the classroom and say “hello” to their friends and the things they see.
Pupils’ Activity: Respond to greetings, sing along, and look around the classroom.
Learning Point: Pupils are settled and ready to learn, beginning to observe their surroundings.
Step 2: Presentation (Meaning of Environment)
Time: 5 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: Explains in simple terms that “our environment is everything around us.” Points to various objects in the classroom (e.g., “This chair is in our environment. This table is in our environment.”). Asks pupils to repeat “environment.”
Pupils’ Activity: Listen to the explanation, watch the teacher point, and repeat the word “environment” several times.
Learning Point: Pupils understand “environment” as “everything around us” and can say the word.
Step 3: Demonstration (Using Charts and Real Objects)
Time: 5 minutes
Teaching Skill: Visual Aid/Identification
Teacher’s Activity: Shows charts with pictures of different environments (e.g., a home, a playground). Asks, “What do you see here?” Points to real objects in the classroom and asks, “What is this? Is it in our environment?”
Pupils’ Activity: Look at the charts, point to objects in the pictures, and name real objects in the classroom when prompted.
Learning Point: Pupils can identify and name familiar objects in different environments.
Step 4: Rhyme Integration
Time: 4 minutes
Teaching Skill: Reinforcement/Motor Skills
Teacher’s Activity: Introduces and sings the “My Environment Song” with actions. Encourages pupils to join in with the actions and repeat simple lines.
Pupils’ Activity: Listen to the song, perform the actions, and try to sing along with the teacher.
Learning Point: Pupils reinforce the concept of “things around us” through song and movement.
Step 5: Video Clip
Time: 4 minutes
Teaching Skill: Multimedia Learning/Observation
Teacher’s Activity: Plays the “What’s Around Me?” video. Encourages pupils to watch and point to things they recognise in the video. After the video, asks pupils what they saw.
Pupils’ Activity: Watch the video, point to familiar objects on the screen, and respond to the teacher’s questions about what they saw.
Learning Point: Pupils observe and identify more examples of things in an environment.
Step 6: Guided Practice (Describing Environment)
Time: 5 minutes
Teaching Skill: Application/Oral Expression
Teacher’s Activity: Asks individual pupils, “What do you see in our classroom environment?” Encourages them to name one or two things. Provides prompts if needed (e.g., “Do you see a window?”).
Pupils’ Activity: Take turns naming one or two objects they see in the classroom environment, with teacher guidance.
Learning Point: Pupils practise describing their immediate environment using simple words.
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.
- “What is our environment?” (Guide them to say “everything around us.”)
- “Point to something in our environment.”
- “Name two things you see in our classroom.”
- “Let’s sing our ‘My Environment Song’ one more time.”
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/Closure
Teacher’s Activity: Praises pupils for their participation and for learning about their environment. Reminds them that everything around them is their environment.
Pupils’ Activity: Listen to the teacher and clap for themselves.
Learning Point: Pupils feel a sense of accomplishment and reinforce the main idea.
Lesson Keywords
- Environment – everything around us.
- Around – all sides of us, where we are.
- See – to look at something with our eyes.
Differentiation
- Support: For pupils who are struggling, use larger, more distinct pictures and objects. Provide hand-over-hand guidance for pointing. Focus on naming just one object at a time and provide more repetition of the key phrase “everything around us.”
- Extension: For pupils who grasp the concept quickly, encourage them to name three or more objects. Ask them to describe an object using a simple adjective (e.g., “I see a *big* table,” “I see a *red* ball”).
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