Class: Pre-School Level 4
Term: Third Term
Week: 1
Age: 5 years
Duration: 30 minutes
Subject: Civic Education
Curriculum Theme: Civic Education
Previous Lesson: Not separately stated in the scheme.
Topic: Orderliness at Home
Subject Matter: Meaning and practice of orderliness at home.

Specific Objectives

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

Cognitive Domain

Identify at least three things found in a home.
Explain in simple terms what orderliness means.
Describe what an orderly home looks like.

Affective Domain

Appreciate the importance of keeping their homes orderly.
Show willingness to participate in tidying up.

Psychomotor Domain

Demonstrate simple actions of putting things in their proper places.
Sort and arrange common household items.

Take turns in discussing how to keep a home tidy.
Participate in group activities related to orderliness.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 4
Relevant Early Childhood Care and Education resources

Instructional Materials

Charts showing pictures of orderly and disorderly homes
Real objects found in a home (e.g., toy car, storybook, small cup, pair of shoes)
MP4 player, tablet or laptop to show a short video

Rationale for the Lesson

This lesson is important for 5-year-olds as it introduces them to the concept of orderliness, a fundamental life skill. Learning to keep things tidy at home helps children develop responsibility, self-discipline, and a sense of belonging, contributing to a peaceful and functional home environment.

Prerequisite/Previous Knowledge

Pupils can identify various rooms in a house and name some common objects found in a home.

Lesson Content/Board Summary

Orderliness at Home

Orderliness means keeping things neat, tidy, and in their proper places. When a home is orderly, everything has a spot, and it is easy to find what you need.

Things Found in a Home

Toys
Books
Clothes
Shoes
Plates and cups
Bags

What an Orderly Home Looks Like

Toys are in a toy box or on a shelf.
Books are neatly arranged on a bookshelf.
Clothes are folded and put in the wardrobe or drawer.
Shoes are kept on a shoe rack or by the door.
Plates and cups are washed and put in the cupboard.

How to Practise Orderliness at Home

After playing, put your toys away.
After reading, put your books back on the shelf.
Hang your clothes or fold them neatly.
Arrange your shoes when you take them off.
Help put plates and cups in the sink after eating.

Key Words

Orderly – neat and tidy.
Tidy – arranged well, not messy.
Belong – where something should be kept.

What the Teacher Should Show or Draw

The teacher should display charts with clear pictures of:

A messy room with toys, clothes, and books scattered.
A tidy room with toys in a box, books on a shelf, and clothes folded.
Demonstrate putting a toy into a box, arranging a book, and placing a cup on a table.

Tidy Up Song

Tune: “Twinkle, Twinkle Little Star”

Lyrics:
Tidy, tidy, tidy up,
Put your things away.
Toys and books and clothes and shoes,
Tidy up today!
Everything has its own place,
Let’s make our home neat.
Tidy, tidy, tidy up,
Oh, what a treat!

Actions:
(Tidy, tidy, tidy up) – Make sweeping motions with hands.
(Put your things away) – Point to different areas.
(Toys and books and clothes and shoes) – Mimic picking up each item.
(Tidy up today!) – Clap hands.
(Everything has its own place) – Point around the room.
(Let’s make our home neat) – Hug self.
(Tidy, tidy, tidy up) – Make sweeping motions.
(Oh, what a treat!) – Smile and give a thumbs-up.

How to use the rhyme: Sing the song together while demonstrating tidying actions. Encourage pupils to join in with the actions and words.

Watch and Learn to Tidy Up

The teacher will show a short video clip demonstrating children tidying up their toys and belongings.

https://www.youtube.com/watch?v=0k79J_Xo8_E

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Storytelling, Picture Talk, Question and Answer, Imitation, Manipulation of Objects, 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 name some things they have in their homes. The teacher then introduces the topic: “Orderliness at Home.”

Pupils’ Activity: Pupils respond to greetings and name items like “toy,” “bed,” “chair,” “table.”

Learning Point: Pupils are introduced to the lesson topic and connect it to their personal experiences.

Step 2: Meaning of Orderliness

Time: 5 minutes

Teaching Skill: Explaining/Defining

Teacher’s Activity: The teacher explains orderliness in simple terms: “Orderliness means keeping things neat and tidy, putting everything where it belongs.” The teacher asks pupils if their homes are tidy.

Pupils’ Activity: Pupils listen attentively and respond to the teacher’s questions about their homes.

Learning Point: Pupils understand the simple meaning of orderliness.

Step 3: Identifying Things in a Home

Time: 4 minutes

Teaching Skill: Questioning/Identifying

Teacher’s Activity: The teacher shows pictures of various items found in a home (toys, books, clothes, shoes) and asks pupils to identify them and say where they are usually kept.

Pupils’ Activity: Pupils identify the items and suggest where they belong.

Learning Point: Pupils recognise common household items and their usual places.

Step 4: Visualizing Orderly and Disorderly Homes

Time: 5 minutes

Teaching Skill: Visual Aid/Discussion

Teacher’s Activity: The teacher displays charts showing pictures of an orderly home and a disorderly home. The teacher asks pupils to describe what they see in each picture and which home looks better.

Pupils’ Activity: Pupils observe the pictures, describe them, and discuss which home they prefer and why.

Learning Point: Pupils visually differentiate between orderly and disorderly environments.

Step 5: Practising Orderliness (Demonstration and Guided Practice)

Time: 6 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher scatters a few real objects (toy, book, cup) on a mat. The teacher then demonstrates how to pick them up and put them in their designated places. The teacher then invites pupils to take turns doing the same. The “Tidy Up Song” is sung during this activity.

Pupils’ Activity: Pupils watch the teacher’s demonstration, then take turns picking up objects and putting them away, singing along with the song.

Learning Point: Pupils actively practise simple acts of tidying up.

Step 6: Reinforcement through Video/Discussion

Time: 3 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher shows the short video clip on tidying up. After the video, the teacher asks pupils what they saw the children doing in the video.

Pupils’ Activity: Pupils watch the video and share what they observed about tidying up.

Learning Point: Pupils reinforce their understanding of orderliness through visual examples.

Step 7: Evaluation/Review

Time: 4 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

What does it mean for a home to be orderly?
Name two things you can do to keep your home tidy.
(Teacher scatters a toy and a book) Can you show me how to make this area orderly?

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: Summarising/Encouraging

Teacher’s Activity: The teacher summarises the lesson by reminding pupils that an orderly home is a happy home. The teacher encourages pupils to always keep their things tidy at home and at school.

Pupils’ Activity: Pupils listen and promise to keep their things tidy.

Learning Point: Pupils are encouraged to apply the lesson in their daily lives.

Lesson Keywords

Orderly – neat and tidy.
Tidy – arranged well, not messy.
Belong – where something should be kept.

Differentiation

Support: For pupils who struggle, the teacher can provide more direct modelling, use fewer items for tidying practice, and give simpler instructions. Peer support can also be encouraged.
Extension: For pupils who grasp the concept quickly, the teacher can ask them to identify more items in the classroom that need tidying, or explain why it is important to keep things tidy. They can also lead the “Tidy Up Song” or demonstrate tidying for others.

Note for teachers using this lesson plan

Before the lesson, ensure you have clear pictures of orderly and disorderly homes. Gather a few real, child-safe objects commonly found in a home (e.g., a toy, a book, a small cup, a pencil) for the practical demonstration. The main idea children should understand is that “everything has a place.” Emphasize this repeatedly. When demonstrating tidying, use simple, clear actions. Encourage all pupils to participate in the practical activity, even if it’s just putting one item away. Observe what pupils DO, not just what they say, to gauge their understanding. Repeat the “Tidy Up Song” frequently throughout the week to reinforce the habit. Remind pupils that tidying is a shared responsibility at home.