Note for teachers using this lesson plan
Before the lesson, prepare clear pictures or charts showing both clean and dirty environments, as well as real objects found in the classroom environment (e.g., a chair, a book, a dustbin). The central idea for pupils is to understand that their surroundings are their environment and that keeping it clean helps them stay healthy and happy. Observe pupils as they point to and describe clean and dirty pictures, and participate in the environment song.
Class: Pre-School Level 2
Term: Third Term
Week: 2
Age: 3 years
Duration: 30 minutes
Subject: Social Habits
Curriculum Theme: Social Habits
Previous Lesson: General knowledge of their immediate surroundings.
Topic: OUR ENVIRONMENT: MEANING, IMPORTANCE, CLEAN AND DIRTY ENVIRONMENTS
Subject Matter: Our Environment: Meaning, Importance, Clean and Dirty Environments.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Explain in simple terms what “environment” means.
- Identify pictures of a clean environment.
- Identify pictures of a dirty environment.
Affective Domain
- Show appreciation for a clean environment.
- Express dislike for a dirty environment.
Psychomotor Domain
- Point to objects in their immediate environment.
- Sort pictures into “clean” and “dirty” categories.
Social Domain
- Participate in discussions about keeping their environment clean.
- Sing a song about a clean environment.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 2.
- Early Childhood Care and Education resources.
- Relevant picture books and charts on environmental cleanliness.
Instructional Materials
- Charts showing pictures of different environments (school, home, park).
- Posters depicting clean and dirty environments.
- Real objects found in the classroom (table, chair, dustbin, broom).
- Picture cards of litter, dust, clean spaces, flowers.
- Audio device for music (optional).
Rationale for the Lesson
This lesson is important for 3-year-olds because it introduces them to the concept of their surroundings and how it affects them. Understanding the difference between clean and dirty environments helps children develop good habits for hygiene and care for their immediate space, promoting their health and well-being from an early age.Prerequisite/Previous Knowledge
Pupils have some general awareness of their home and school surroundings and can identify common objects around them.Lesson Content/Board Summary
OUR ENVIRONMENT: MEANING, IMPORTANCE, CLEAN AND DIRTY ENVIRONMENTS
What is Our Environment?
Our environment is everything around us. It is our home, our school, our playground, and all the things in them like trees, houses, and even the air we breathe.
- It is where we live, play, and learn.
Importance of Our Environment
Our environment is important because:
- It keeps us safe.
- It helps us stay healthy.
- It gives us things we need, like food and water.
- A clean environment makes us happy.
Clean Environment
A clean environment is neat and tidy. It has no rubbish on the floor, no dust, and everything is in its place.
- Looks nice and fresh.
- Smells good.
- Helps us stay healthy because there are no germs.
- Example: A classroom with swept floors, toys in their boxes, and no litter.
Dirty Environment
A dirty environment is messy and untidy. It has rubbish everywhere, dust, and things are not in their place.
- Looks bad and messy.
- Can smell bad.
- Can make us sick because it has germs and attracts insects.
- Example: A playground with litter, a room with clothes on the floor, or a dusty corner.
Advantages of a Clean Environment
- We stay healthy and strong.
- We feel happy and comfortable.
- Our school and home look beautiful.
- We can learn and play better.
Key Words
- Environment – Everything around us.
- Clean – Neat, tidy, no dirt.
- Dirty – Messy, full of rubbish.
- Healthy – Strong, not sick.
Our Clean Environment Song
Tune: “Twinkle, Twinkle Little Star”
Our environment, clean and bright,
Makes us happy, day and night.
No more rubbish, no more dust,
Cleanliness, a must, a must!
Our environment, clean and bright,
Makes us happy, day and night.
Actions:
- “Clean and bright”: Smile and make a sweeping motion with hands.
- “Makes us happy”: Point to self and smile.
- “No more rubbish, no more dust”: Shake head and wave hands “no.”
- “Cleanliness, a must, a must!”: Nod head firmly.
Watch and Learn About Clean and Dirty Places
💡 Teacher Guide for Using This Board Summary
How to teach the content: Start by asking pupils what they see around them in the classroom. Explain “environment” simply as “everything around us” using familiar examples like their home and school. Use the charts and posters to clearly show and discuss clean vs. dirty environments. Ask questions like “Which one looks nice?” or “Which one looks like it could make you sick?”
What to show or demonstrate: Point to real objects in the classroom and name them as part of the environment. Show the prepared picture cards of clean and dirty places. Demonstrate the actions for the song.
How to use the rhyme/song: Introduce the “Our Clean Environment Song” after discussing clean environments. Sing it slowly first, demonstrating the actions. Repeat the song several times, encouraging pupils to join in with both words and actions.
How to use the video: Introduce the video as a fun way to see more clean and dirty places. Play the video once. After watching, ask pupils to point out things they saw that were clean and things that were dirty. Reinforce the idea that clean is good and dirty is bad.
What to watch for: Observe if pupils can point to and name objects in their environment, differentiate between clean and dirty pictures, and participate in the song and discussion.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Repetition, Practical Activity.Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engaging/Recalling
Teacher’s Activity: The teacher greets the pupils and asks them to look around the classroom. “What do you see around you? What is this place called?”
Pupils’ Activity: Pupils respond by naming objects they see (e.g., table, chair, window) and might say “classroom” or “school.”
Learning Point: Pupils become aware of their immediate surroundings.
Step 2: Explaining “Our Environment”
Time: 5 minutes
Teaching Skill: Explaining/Illustrating
Teacher’s Activity: The teacher explains simply that “everything around us is our environment.” The teacher points to different things in the classroom and outside the window, saying, “This is part of our environment.”
Pupils’ Activity: Pupils listen and point to things around them as the teacher names them. They repeat “environment.”
Learning Point: Pupils understand the simple meaning of “environment.”
Step 3: Discussing the Importance of Our Environment
Time: 4 minutes
Teaching Skill: Discussing/Relating
Teacher’s Activity: The teacher asks, “Why is our environment important?” and guides pupils to understand that it keeps us safe, healthy, and happy. “Our environment is where we live and play.”
Pupils’ Activity: Pupils listen and offer simple ideas like “to play,” “to learn,” “to be safe.”
Learning Point: Pupils grasp why their environment matters.
Step 4: Differentiating Clean and Dirty Environments (Pictures)
Time: 5 minutes
Teaching Skill: Visual Discrimination/Comparison
Teacher’s Activity: The teacher shows posters/pictures of clean and dirty environments. “Look at this picture. Is it clean or dirty? How do you know?” The teacher guides pupils to identify features of each.
Pupils’ Activity: Pupils observe the pictures, point to details, and say “clean” or “dirty.” They explain simple reasons (e.g., “no rubbish,” “many papers”).
Learning Point: Pupils can visually differentiate between clean and dirty environments.
Step 5: Reinforcing with a Song and Video
Time: 5 minutes
Teaching Skill: Auditory/Visual Reinforcement
Teacher’s Activity: The teacher leads pupils in singing the “Our Clean Environment Song” with actions. Then, the teacher plays the short video on clean and dirty places.
Pupils’ Activity: Pupils sing along with actions and watch the video attentively. They may point out things they recognize in the video.
Learning Point: Pupils reinforce their understanding through song and visual media.
Step 6: Advantages of a Clean Environment
Time: 3 minutes
Teaching Skill: Explaining/Connecting
Teacher’s Activity: The teacher asks, “Why is it good to have a clean environment?” and guides pupils to state advantages like “we don’t get sick,” “it looks nice,” “we are happy.”
Pupils’ Activity: Pupils respond with simple answers and repeat the advantages after the teacher.
Learning Point: Pupils understand the positive outcomes of a clean environment.
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.”)
- Show two pictures (one clean, one dirty). “Point to the clean environment.”
- “Point to the dirty environment.”
- “Why is it good to have a clean environment?” (Guide them to say “to be healthy” or “to be happy.”)
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: Summarizing/Encouraging
Teacher’s Activity: The teacher reminds pupils to always keep their environment clean, both at school and at home. “Let’s all help keep our school clean!”
Pupils’ Activity: Pupils respond by agreeing and making a pledge to keep their environment clean.
Learning Point: Pupils are encouraged to practice good environmental habits.
Lesson Keywords
- Environment – Everything around us, like our home, school, and playground.
- Clean – When something is neat, tidy, and has no dirt or rubbish.
- Dirty – When something is messy, untidy, and has rubbish or dust.
- Healthy – Feeling strong and not sick.
- Rubbish – Things we throw away, like waste paper or empty packets.
Differentiation
- Support: For pupils who are struggling, use very large and distinct pictures of clean and dirty environments. Provide hand-over-hand guidance to point to objects in the classroom. Repeat key words and phrases slowly and clearly. Allow them to simply point to answers rather than verbalizing.
- Extension: For pupils who grasp the concept quickly, ask them to identify one thing they can do to keep the classroom clean (e.g., “put rubbish in the bin”). Ask them to name one clean place and one dirty place they have seen outside of school.
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