Class: Pre-School Level 4
Term: Third Term
Week: 2
Age: 5 years
Duration: 30 minutes
Subject: Civic Education
Curriculum Theme: Civic Education
Previous Lesson: Meaning and Practice of Orderliness at Home in Third Term
Topic: Orderliness in School
Subject Matter: Meaning and practice of orderliness in school.

Specific Objectives

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

Cognitive Domain

Identify things found in a school.
Explain what orderliness means in a school setting.
Distinguish between orderly and disorderly school environments from pictures.

Affective Domain

Appreciate the importance of keeping their school environment orderly.
Show willingness to participate in keeping their classroom tidy.

Psychomotor Domain

Demonstrate simple actions of orderliness, such as arranging toys or books.
Practise walking in a line in an orderly manner.

Cooperate with classmates during tidying activities.
Take turns and share responsibilities for maintaining order.

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 schools/classrooms.
Pictures of various items found in a school (e.g., books, pencils, toys, chairs, tables).
Real classroom objects (e.g., crayons, building blocks, storybooks).
An MP4 player or tablet/computer to show video.

Rationale for the Lesson

This lesson is important for 5-year-olds as it introduces them to the fundamental concept of orderliness, which is crucial for creating a safe, functional, and pleasant learning environment. Practising orderliness helps children develop responsibility, self-discipline, and respect for shared spaces, skills that are vital for their overall development and future success.

Prerequisite/Previous Knowledge

Pupils can identify various objects in their classroom and understand simple instructions like “put away” or “sit down.” They have some experience with basic classroom routines.

Lesson Content/Board Summary

Orderliness in School

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

What orderliness looks like in school:

Books are stacked neatly on shelves.
Pencils and crayons are kept in their boxes or containers.
Toys are put back in their baskets after playing.
Chairs are pushed under tables.
Children walk in lines quietly and calmly.
The classroom floor is clean and clear.

Why orderliness is important:

It helps us find things easily.
It keeps our school safe (no tripping over things).
It makes our classroom look nice and clean.
It helps us learn better because there are fewer distractions.

Key Words

Orderly – neat, tidy, and well-arranged.
Disorderly – messy, untidy, not in its proper place.
Tidy – clean and organised.
Arrange – to put things in a particular order or position.

What the Teacher Should Show or Draw

Display charts and pictures of a very neat classroom and a very messy classroom.
Show pictures of children walking in a straight line and children running around.
Demonstrate how to neatly stack books, put crayons in a box, and push a chair under a table.

Orderliness Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Tidy, tidy, all around,
Put your things upon the ground.
No, no, no, that’s not the way,
Put them neatly, every day.
Tidy, tidy, all around,
Best classroom can be found!

Actions:

“Tidy, tidy, all around” – make sweeping motions with hands.
“Put your things upon the ground” – shake head “no” and point down.
“No, no, no, that’s not the way” – wag finger.
“Put them neatly, every day” – make arranging motions with hands.
“Best classroom can be found!” – thumbs up.

How to use the rhyme: Sing this rhyme while pupils are tidying up the classroom or arranging their materials. Encourage them to do the actions as they sing.

Watch and Practise

The teacher will show a short video demonstrating children tidying up their classroom and putting things in order. Pupils should observe the actions in the video.

https://www.youtube.com/watch?v=o_90Q_n3R6E

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Role-play, Imitation, Manipulation of Objects, Repetition, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Review

Teacher’s Activity: The teacher greets the pupils and asks them to name some things they see in their classroom. The teacher then asks them if they like their classroom to be neat or messy, leading into the topic of orderliness.

Pupils’ Activity: Pupils respond to greetings, name classroom objects, and express their preference for a neat environment.

Learning Point: Pupils recall familiar objects and are introduced to the concept of neatness.

Step 2: Meaning of Orderliness

Time: 5 minutes

Teaching Skill: Explanation/Discussion

Teacher’s Activity: The teacher explains “orderliness” in simple terms, relating it to keeping things in their proper places. The teacher uses examples like putting toys back, stacking books, and pushing in chairs. “Orderliness means everything has a home!”

Pupils’ Activity: Pupils listen, repeat key phrases like “everything has a home,” and give simple examples of things they put away at home or school.

Learning Point: Pupils understand the basic meaning of orderliness.

Step 3: Visual Examples of Orderly and Disorderly Schools

Time: 5 minutes

Teaching Skill: Visual Aid/Observation

Teacher’s Activity: The teacher displays charts and pictures showing orderly and disorderly school environments. The teacher asks pupils to point to the orderly pictures and explain why they think it looks orderly, and then to the disorderly pictures and explain why it looks messy. The teacher may also play the “Tidy Up Song” video.

Pupils’ Activity: Pupils observe the pictures, point to them, and verbally identify which ones are orderly or disorderly, giving simple reasons.

Learning Point: Pupils can visually distinguish between orderly and disorderly environments.

Step 4: Practising Orderliness (Classroom Objects)

Time: 6 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher scatters a few classroom objects (e.g., crayons, blocks, storybooks) on a table or mat. The teacher then demonstrates how to neatly arrange them in their correct containers or stacks. The teacher guides pupils to do the same, providing individual support.

Pupils’ Activity: Pupils observe the teacher’s demonstration, then take turns or work in small groups to practise arranging the scattered objects neatly.

Learning Point: Pupils develop practical skills in arranging classroom materials.

Step 5: Practising Orderliness (Movement and Rhyme)

Time: 4 minutes

Teaching Skill: Modelling/Imitation/Songs

Teacher’s Activity: The teacher demonstrates how to walk in a straight, quiet line, emphasizing not pushing or running. The teacher then asks pupils to stand up and practise walking in a line. The teacher leads the “Orderliness Rhyme” while they are practising.

Pupils’ Activity: Pupils observe, then practise walking in a line, following the teacher’s example. They sing the “Orderliness Rhyme” with actions.

Learning Point: Pupils learn to move in an orderly manner and reinforce the lesson through song.

Step 6: Discussion and Reinforcement

Time: 3 minutes

Teaching Skill: Question and Answer/Reinforcement

Teacher’s Activity: The teacher leads a brief discussion, asking pupils why it is good to have an orderly school. The teacher praises pupils for their efforts in practising orderliness and encourages them to always keep their things neat.

Pupils’ Activity: Pupils offer simple reasons why orderliness is good (e.g., “so we can find our things,” “so we don’t fall”). They listen and affirm their commitment to being orderly.

Learning Point: Pupils understand the benefits of orderliness and are motivated to practise it.

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.

“Point to the picture that shows an orderly classroom.”
“Show me how you put your crayons back in the box neatly.”
“Why is it important to walk in a line when we go outside?”
“What does it mean for a school to be 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: 1 minute

Teaching Skill: Summary/Encouragement

Teacher’s Activity: The teacher summarises the lesson by reminding pupils that being orderly makes their school a happy and safe place for everyone. The teacher encourages them to always practise orderliness at school and at home.

Pupils’ Activity: Pupils listen and say “Yes, we will be orderly!”

Learning Point: Pupils are encouraged to apply what they have learned.

Lesson Keywords

Orderly – keeping things neat and in their proper place.
Tidy – clean and well-arranged.
Arrange – to put things in a good order.
Neat – clean and organised.

Differentiation

Support: For pupils who struggle, the teacher can provide more one-on-one guidance during practical activities, use fewer items to arrange, or give hand-over-hand assistance. Focus on identifying just one orderly action.
Extension: For quicker learners, the teacher can ask them to identify other areas in the school that need to be orderly (e.g., the playground, the school gate) or ask them to explain more reasons why orderliness is important. They can also help guide other pupils.

Note for teachers using this lesson plan

Prepare the charts, pictures, and real classroom objects beforehand. Ensure the MP4 player or device for the video is charged and ready. The main idea children must grasp is that “everything has a home” and putting things back helps everyone. Judge understanding by what children can *do* (e.g., pointing to the correct picture, demonstrating tidying an item, walking in a line) rather than complex verbal explanations. Repeat the rhyme several times throughout the lesson to reinforce the concept. Encourage all pupils to participate in the tidying activities, even if it’s just putting away one item. Emphasise that orderliness is a shared responsibility.