Note for teachers using this lesson plan
Before this lesson, gather a variety of real objects and pictures representing things found in the environment (e.g., leaves, stones, flowers, pictures of animals, houses, cars, a dustbin). The central idea for pupils is that “our environment is everything around us” and that we must keep it clean. Observe pupils as they identify objects and suggest ways to maintain cleanliness, showing their understanding through participation and simple actions.
Class: Pre-School Level 3
Term: First Term
Week: 1
Age: 4 years
Duration: 30 minutes
Subject: Basic Science and Technology
Curriculum Theme: Basic Science and Technology
Previous Lesson: Not separately stated in the scheme.
Topic: Environment
Subject Matter: Meaning of environment, things found in the environment and ways to keep it clean.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Define environment by repeating after the teacher.
- Identify at least three things found in their immediate environment.
- State two simple ways to keep the environment clean.
Affective Domain
- Appreciate the importance of a clean environment.
- Show willingness to participate in keeping their surroundings clean.
Psychomotor Domain
- Point to various objects and living things in pictures or the classroom that are part of the environment.
- Demonstrate simple actions for keeping the environment clean, like pretending to sweep or put waste in a bin.
Social Domain
- Participate actively in class discussions about the environment.
- Cooperate with peers during group activities related to identifying environmental elements.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Relevant Early Childhood Care and Education resources
Instructional Materials
- Charts showing different environments (e.g., school, home, park)
- Posters/pictures of various objects, animals, and plants found in the environment
- Real objects like leaves, stones, flowers, an empty water bottle, a small broom, a toy dustbin
- Video player or projector for showing an educational video
Rationale for the Lesson
This lesson is crucial for 4-year-olds as it introduces them to the concept of their surroundings and their role in maintaining it. Understanding the environment helps children develop a sense of responsibility and care for the world around them, fostering good habits for a healthy future.Prerequisite/Previous Knowledge
Pupils can identify some common objects, animals, and plants around them in their homes and school.Lesson Content/Board Summary
Meaning of Environment, Things Found in the Environment and Ways to Keep It Clean
Meaning of Environment
Our environment is everything around us. It includes the air we breathe, the water we drink, the land we walk on, plants, animals, and people.
Things Found in Our Environment
Our environment has many things. Some are living, and some are non-living.
- Living Things:
- People (Mummy, Daddy, Teacher, friends)
- Animals (dogs, cats, birds, goats)
- Plants (trees, flowers, grass)
- Non-Living Things:
- Houses, cars, roads
- Stones, sand, water, air
- Books, chairs, tables
Ways to Keep Our Environment Clean
It is important to keep our environment clean and healthy.
- Sweep the floor and surroundings.
- Put all waste and rubbish in the dustbin.
- Do not litter (do not throw rubbish on the ground).
- Plant trees and flowers.
- Keep our water clean.
Clean Environment Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
Clean, clean, keep it clean,
Our environment, fresh and green.
Sweep the floor and pick up waste,
Put it in the bin in haste.
Clean, clean, keep it clean,
Best environment ever seen!
Actions: Pretend to sweep, pick up waste, point to a dustbin, clap hands.
Watch and Learn About Keeping Our Environment Clean
Key Words
- Environment – everything around us.
- Clean – neat and tidy, free from dirt.
- Litter – to throw rubbish on the ground.
- Waste – unwanted materials, rubbish.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by asking pupils what they see around them. Explain “environment” simply, having pupils repeat the definition after you. Use real objects and pictures to show examples of living and non-living things in the environment. Discuss each cleaning method with practical examples. Emphasize the importance of putting waste in the dustbin.
What to show or demonstrate: Point to objects in the classroom (chairs, tables, pupils, plants if any) as examples of the environment. Show pictures of animals, houses, and natural scenes. Demonstrate picking up imaginary litter and putting it in a toy dustbin.
How to use the rhyme/song: Introduce the “Clean Environment Rhyme” after discussing ways to keep the environment clean. Sing it slowly first, demonstrating the actions. Repeat the rhyme two or three times, encouraging pupils to join in with the words and actions.
How to use the video: Introduce the video as a fun way to learn more about keeping our environment clean. Play the video once, then discuss what they saw. Encourage pupils to mention actions from the video that they can do. You may replay parts of the video for reinforcement.
What to watch for: Observe if pupils can correctly repeat the definition of environment and identify different items shown. Watch for their participation in suggesting cleaning methods and joining the rhyme/actions. Correct any misconceptions about what constitutes “waste” or “litter.”
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Manipulation of Objects
- Repetition
- Video Learning
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Warm-up
Teacher’s Activity: The teacher greets the pupils and starts by asking them to look around the classroom and name anything they see. The teacher then asks, “What do you think is around us?”
Pupils’ Activity: Pupils greet the teacher and name objects they see (e.g., “chair,” “table,” “book,” “friend”).
Learning Point: Pupils become aware of their immediate surroundings.
Step 2: Meaning of Environment
Time: 5 minutes
Teaching Skill: Explanation/Repetition
Teacher’s Activity: The teacher explains, “Everything around us is called our environment.” The teacher then says the definition slowly and clearly, asking pupils to repeat it after her: “Our environment is everything around us.”
Pupils’ Activity: Pupils listen attentively and repeat the definition of environment after the teacher.
Learning Point: Pupils learn the simple meaning of “environment.”
Step 3: Things Found in the Environment (Identification)
Time: 5 minutes
Teaching Skill: Visual Aid/Identification
Teacher’s Activity: The teacher shows various pictures and real objects (leaves, stones, flowers, pictures of animals, houses, cars). For each item, the teacher asks, “What is this? Is it part of our environment?”
Pupils’ Activity: Pupils identify the objects and pictures, saying their names and confirming they are part of the environment.
Learning Point: Pupils identify different components of the environment.
Step 4: Living and Non-Living Things in the Environment
Time: 4 minutes
Teaching Skill: Classification/Discussion
Teacher’s Activity: The teacher guides pupils to categorize the identified items into “living things” (people, animals, plants) and “non-living things” (houses, stones, cars). The teacher asks, “Can this move by itself? Can it grow?”
Pupils’ Activity: Pupils respond to questions and help classify the items as living or non-living.
Learning Point: Pupils begin to differentiate between living and non-living things in their environment.
Step 5: Ways to Keep Our Environment Clean
Time: 4 minutes
Teaching Skill: Brainstorming/Practical Application
Teacher’s Activity: The teacher asks, “How can we keep our environment clean and healthy?” The teacher encourages pupils to suggest ideas and guides them to practical actions like sweeping, using a dustbin, and not littering.
Pupils’ Activity: Pupils suggest ways to keep the environment clean and listen to the teacher’s guidance.
Learning Point: Pupils understand the importance of cleanliness and learn practical ways to achieve it.
Step 6: Reinforcement Activity (Rhyme and Video)
Time: 5 minutes
Teaching Skill: Song/Video Integration/Movement
Teacher’s Activity: The teacher leads pupils in singing the “Clean Environment Rhyme” with actions. Afterwards, the teacher plays the short educational video about keeping the environment clean.
Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, observing the cleaning habits demonstrated.
Learning Point: Pupils reinforce their learning through song, movement, and visual reinforcement.
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? (Pupils repeat after teacher)
- Point to something living in the picture.
- Point to something non-living in the picture.
- Name one thing we can do to keep our environment clean.
- Show me how you put waste in the bin.
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/Closure
Teacher’s Activity: The teacher praises the pupils for their participation and reminds them that a clean environment keeps everyone healthy and happy. The teacher encourages them to always put waste in the dustbin at home and school.
Pupils’ Activity: Pupils listen and affirm their commitment to keeping their environment clean.
Learning Point: Pupils internalize the importance of environmental cleanliness.
Lesson Keywords
- Environment – everything around us, including people, animals, plants, and non-living things.
- Clean – free from dirt, stains, or impurities.
- Litter – waste material thrown carelessly on the ground or in public places.
- Waste – unwanted or unusable materials, rubbish.
Differentiation
- Support: For pupils who are struggling, the teacher can provide more one-on-one repetition of the definition and focus on identifying just two or three very familiar objects. Use larger, clearer pictures and guide their hands to point.
- Extension: For pupils who grasp the concepts quickly, the teacher can ask them to name more items in their environment or suggest additional ways to keep it clean, such as “don’t pluck flowers” or “don’t spoil plants.” They could also draw a simple picture of something in their environment.
Community Join the conversation Open discussion +