Class: Pre-School Level 4
Term: Third Term
Week: 3
Age: 5 years
Duration: 30 minutes
Subject: Civic Education
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Good habits at home and school.
Topic: ORDERLINESS IN THE COMMUNITY
Subject Matter: Meaning and practice of orderliness in the community.

Specific Objectives

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

Cognitive Domain

Identify at least three things found in a community.
Explain in simple terms what orderliness means.
Distinguish between pictures of an orderly and a disorderly community.

Affective Domain

Appreciate the importance of keeping their community clean and tidy.
Show a willingness to practice orderliness in their surroundings.

Psychomotor Domain

Demonstrate simple actions of orderliness, like putting litter in a bin.
Participate in a clean-up activity (e.g., tidying classroom toys).

Discuss with peers how to keep their school and community orderly.
Take turns and share ideas during group activities.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 4.
Early Childhood Care and Education (ECCE) resources on civic values.
Relevant picture books on community and cleanliness.

Instructional Materials

Charts showing different parts of a community (houses, roads, schools, markets, parks).
Pictures of orderly communities (clean streets, well-arranged shops, children playing in a tidy park).
Pictures of disorderly communities (littered streets, scattered items, overgrown areas).
Small toy houses, toy cars, toy people, and a small toy dustbin.
An mp4 player or tablet/computer to show video clips.
A small, empty wrapper or piece of paper for demonstration.
A classroom dustbin.

Rationale for the Lesson

This lesson introduces Pre-School Level 4 pupils to the concept of orderliness beyond their immediate home and school environment, extending it to their community. Understanding orderliness helps children develop a sense of responsibility for their surroundings, fostering good habits that contribute to a clean, safe, and pleasant environment for everyone. It lays the foundation for active and responsible citizenship.

Prerequisite/Previous Knowledge

Pupils can identify their home and school. They have learned about simple good habits like keeping their toys and classroom tidy.

Lesson Content/Board Summary

Meaning and Practice of Orderliness in the Community

What is a Community?

A community is a place where many people live, work, and play together. It has houses, roads, schools, markets, hospitals, churches, mosques, and parks. We all share these places.

Examples of things found in a community:

Houses
Roads
Schools
Markets
People
Cars and buses
Trees and plants
Dustbins

What is Orderliness?

Orderliness means keeping things neat, clean, and in their proper place. It means everything has a home, and we put things back where they belong. It also means behaving in a way that helps everyone.

Why is Orderliness Important in the Community?

It makes our community look beautiful and attractive.
It keeps us safe and healthy (no dirt, no germs).
It helps us find things easily.
It makes everyone happy to live and play there.

How to Practice Orderliness in the Community

Always put rubbish in the dustbin. Do not litter!
Keep our surroundings clean.
Arrange things neatly in shops or at home.
Park cars and bikes properly.
Queue up when waiting for something.
Take care of public places like parks and playgrounds.

Key Words

Community – A place where people live, work, and play together.
Orderliness – Keeping things neat, clean, and in their proper place.
Neat – Tidy and well-arranged.
Clean – Free from dirt.

What the Teacher Should Show or Draw

Display charts and pictures of different community places.
Show pictures of a clean, orderly street versus a dirty, disorderly street.
Demonstrate putting a piece of paper into a dustbin.

Our Orderly Community Song

Tune: “Twinkle, Twinkle Little Star”

Our community, clean and bright,
Shining, shining, day and night.
Rubbish in the bin we throw,
Watch our lovely community grow.
Everything in its own place,
Smiling, happy, every face!

Actions:

“Our community, clean and bright” – Sweep hands wide.
“Shining, shining, day and night” – Wiggle fingers upwards like stars.
“Rubbish in the bin we throw” – Pretend to pick up litter and throw it in a bin.
“Watch our lovely community grow” – Make hands grow upwards.
“Everything in its own place” – Point to different places.
“Smiling, happy, every face!” – Point to own smile, then to others.

How to use the rhyme: Sing the song together with actions to reinforce the idea of keeping the community clean and orderly. Repeat several times throughout the lesson.

Watch and Learn About Keeping Our Community Clean

Let’s watch a short video to see how important it is to keep our community clean and tidy.

https://www.youtube.com/watch?v=LqV2Ww3nI_A

Teaching Methods/Instructional Techniques

Picture Talk, Demonstration, Guided Practice, Question and Answer, Songs and Rhymes, Storytelling, Role-play, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and leads a short “Good Morning” song. The teacher then asks pupils what they remember about keeping their classroom tidy. “What do we do to make our classroom look nice?”

Pupils’ Activity: Pupils respond to greetings and share ideas about tidying the classroom (e.g., putting toys away, arranging chairs).

Learning Point: Pupils recall the concept of tidiness in a familiar setting.

Step 2: Exploring the Community

Time: 5 minutes

Teaching Skill: Observation/Identification

Teacher’s Activity: The teacher displays charts and pictures of different parts of a community. “Look at these pictures. What do you see in these places? These are all parts of our community, where we live and play.” The teacher encourages pupils to name things they recognise.

Pupils’ Activity: Pupils observe the pictures and identify things like houses, roads, schools, and people.

Learning Point: Pupils identify various elements found in a community.

Step 3: Defining Orderliness

Time: 4 minutes

Teaching Skill: Explanation/Concept Building

Teacher’s Activity: The teacher introduces the word “orderliness.” “Orderliness means keeping everything neat, clean, and in its proper place. It’s like when your toys are all put away nicely, or when the classroom is tidy.” The teacher uses simple examples.

Pupils’ Activity: Pupils listen attentively and repeat the word “orderliness.” They give simple examples of neatness.

Learning Point: Pupils understand the basic meaning of orderliness.

Step 4: Visualizing Orderly vs. Disorderly Communities

Time: 6 minutes

Teaching Skill: Comparison/Critical Thinking

Teacher’s Activity: The teacher shows pairs of pictures: one of an orderly community (clean street, arranged market) and one of a disorderly community (littered street, scattered items). “Which picture looks nice? Why? Which one looks messy? What is wrong with it?” The teacher also plays the short video on community cleanliness.

Pupils’ Activity: Pupils observe the pictures and video, identify the differences, and explain why one looks better than the other.

Learning Point: Pupils can distinguish between orderly and disorderly environments and understand the impact of each.

Step 5: Practicing Orderliness (Song and Discussion)

Time: 5 minutes

Teaching Skill: Reinforcement/Participation

Teacher’s Activity: The teacher leads the pupils in singing “Our Orderly Community Song” with actions. After the song, the teacher asks, “What can we do to keep our community orderly?” and guides them to suggest actions like putting rubbish in the bin.

Pupils’ Activity: Pupils sing the song with actions and suggest ways to practice orderliness in their community.

Learning Point: Pupils internalize actions for maintaining orderliness through song and discussion.

Step 6: Demonstrating Orderly Actions

Time: 3 minutes

Teaching Skill: Demonstration/Application

Teacher’s Activity: The teacher picks up a small piece of paper and pretends it’s litter, demonstrating how to walk to the dustbin and put it inside. The teacher then asks a few pupils to do the same.

Pupils’ Activity: Pupils observe the demonstration and take turns practicing putting a piece of “litter” into the classroom dustbin.

Learning Point: Pupils physically practice a simple act of orderliness.

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.

“Name two things you see in our community.” (Point to pictures if needed).
“What does it mean to be orderly?”
“Show me which picture shows an orderly community.” (Teacher holds up two contrasting pictures).
“What should we do with our rubbish?” (Teacher holds up a piece of paper).

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: Summarization/Encouragement

Teacher’s Activity: The teacher praises the pupils for their participation and reminds them to always keep their surroundings clean and tidy, both at school and in their community. “Let’s all help to make our community the best and cleanest!”

Pupils’ Activity: Pupils respond with enthusiasm and promise to be orderly.

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

Lesson Keywords

Community – A place where people live, work, and play together.
Orderliness – Keeping things neat, clean, and in their proper place.
Litter – Rubbish or trash that is left in the wrong place.
Neat – Tidy and well-arranged.

Differentiation

Support: For pupils who struggle to identify community items, provide larger, clearer pictures and prompt them with specific questions (e.g., “Is this a house?”). Guide their hands to point to the correct pictures. Use more repetition of key phrases.
Extension: For quicker learners, ask them to name more things they see in their own neighbourhood or suggest other ways they can help keep their community clean (e.g., helping sweep, watering plants). They can also draw a picture of their ideal orderly community.

Note for teachers using this lesson plan

Before the lesson, ensure all charts, pictures, and the mp4 player are ready and working. Have a variety of clear images showing both orderly and disorderly community scenes to facilitate easy comparison. When discussing “community,” relate it to the pupils’ immediate environment (their street, their market, their local park) to make the concept concrete. Emphasize that orderliness is not just about tidiness but also about respectful behaviour in shared spaces. Encourage active participation in the song and practical demonstrations. Observe pupils’ ability to identify and describe, as well as their willingness to participate in the tidy-up activity, as indicators of understanding.