Class: Pre-School Level 4
Term: First Term
Week: 4
Age: 5 years
Duration: 30 minutes
Subject: Health Habits
Curriculum Theme: Health Habits
Previous Lesson: Keeping Our Environment Clean
Topic: WASTE DISPOSAL: MEANING AND TYPES OF WASTE
Subject Matter: DISPOSAL OF WASTE – Meaning of waste – Types of waste: Solid waste (paper, carton, leaves, etc.) Liquid waste (urine, water from drainage, etc.).

Specific Objectives

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

Cognitive Domain

Define waste as refuse or unwanted items.
Identify solid waste with examples like paper and cartons.
Identify liquid waste with examples like urine and dirty water.

Affective Domain

Listen attentively to the teacher’s explanations.
Participate actively in class discussions about waste.
Appreciate the importance of identifying different types of waste.

Psychomotor Domain

Point to examples of solid and liquid waste.
Sort simple waste items into “solid” and “liquid” categories.

Share their ideas about waste with classmates.

Reference Materials

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

Instructional Materials

Charts showing different types of waste
Posters illustrating proper waste disposal
Real examples of clean, dry solid waste (e.g., crumpled paper, empty carton, dry leaves, empty plastic bottle)
Pictures of liquid waste (e.g., dirty water in a bucket, water flowing from a drainage, a potty with urine)
Two small bins or boxes labelled “Solid Waste” and “Liquid Waste”
MP4 Player (for video)

Rationale for the Lesson

Understanding what waste is and its different types is fundamental for young children. This lesson helps pupils recognise unwanted items in their environment and lays the groundwork for learning proper waste disposal habits, which is crucial for maintaining a clean and healthy living space.

Prerequisite/Previous Knowledge

Pupils are familiar with the concept of keeping themselves and their surroundings clean. They have seen various items being thrown away at home and school.

Lesson Content/Board Summary

WASTE DISPOSAL: MEANING AND TYPES OF WASTE

Meaning of Waste

Waste means things we do not want anymore. It is also called refuse. These are things we throw away because they are no longer useful to us, or they are dirty.

Examples: Empty wrappers, broken toys, leftover food, dirty water.

Types of Waste

There are different kinds of waste. We can group them into two main types:

1. Solid Waste

Solid waste is anything we throw away that we can hold in our hands. It is hard or firm.

Examples:
- Paper (old newspapers, sweet wrappers)
- Cartons (empty juice boxes, cereal boxes)
- Leaves (dry leaves from trees)
- Plastic bottles
- Food scraps (peels, bones)
- Broken toys

2. Liquid Waste

Liquid waste is anything we throw away that flows like water. It is not solid; it is watery.

Examples:
- Urine (from our bodies)
- Dirty water from washing plates or clothes
- Water from drainage (water flowing in gutters)
- Spilled drinks

Key Words

Waste – Things we no longer want or need.
Refuse – Another word for waste.
Solid – Hard or firm things you can hold.
Liquid – Things that flow like water.

What the Teacher Should Show or Draw

Display real examples of clean, dry solid waste (paper, empty carton, dry leaves, plastic bottle).
Show pictures of liquid waste (potty with urine, dirty water in a bucket, drainage water).
Point to charts and posters showing different waste types.

Our Waste Song

Tune: “Twinkle, Twinkle Little Star”

Waste, waste, what do you see?
Things we don’t want, for you and me.
Paper, carton, leaves so dry,
Solid waste, we throw them by.
Urine, dirty water flow,
Liquid waste, we let it go!

Actions:

“Waste, waste, what do you see?” – Look around, point.
“Things we don’t want, for you and me.” – Shake head no.
“Paper, carton, leaves so dry,” – Mimic holding paper, a box, then show dry leaves.
“Solid waste, we throw them by.” – Mimic throwing something into a bin.
“Urine, dirty water flow,” – Make a flowing motion with hands.
“Liquid waste, we let it go!” – Point downwards, then sweep hands away.

How to use the rhyme: Sing the song together with actions to help pupils remember the meaning and types of waste. Repeat it several times for memorisation.

Watch and Learn About Waste

Let’s watch a short video to see more examples of waste and understand why it’s important to sort them.

https://www.youtube.com/watch?v=yYJ4pL-404c

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Practical Activity, Video Presentation.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and leads them in a short “Clean Up” song. The teacher then asks pupils what they do with things they don’t want anymore, or things that are dirty.

Pupils’ Activity: Pupils greet the teacher, sing the song, and respond to questions by saying they throw things away.

Learning Point: Pupils are engaged and recall previous knowledge about keeping things clean.

Step 2: Meaning of Waste

Time: 5 minutes

Teaching Skill: Explanation/Identification

Teacher’s Activity: The teacher explains that things we throw away are called “waste” or “refuse.” The teacher shows an empty sweet wrapper and asks, “Is this useful now? What do we do with it?” The teacher explains that this is waste.

Pupils’ Activity: Pupils listen, observe the wrapper, and say “No” it’s not useful. They repeat “waste” and “refuse.”

Learning Point: Pupils understand the meaning of waste and refuse.

Step 3: Solid Waste

Time: 6 minutes

Teaching Skill: Demonstration/Classification

Teacher’s Activity: The teacher introduces “Solid Waste.” The teacher holds up clean, dry examples like crumpled paper, an empty carton, and dry leaves. The teacher explains that these are solid because we can hold them. The teacher asks pupils to name other solid waste they see around.

Pupils’ Activity: Pupils listen, touch the safe solid waste examples, and name other solid waste items they know (e.g., plastic bottle, food wrapper).

Learning Point: Pupils identify solid waste and give examples.

Step 4: Liquid Waste

Time: 6 minutes

Teaching Skill: Visualisation/Explanation

Teacher’s Activity: The teacher introduces “Liquid Waste.” The teacher shows pictures of liquid waste (e.g., urine in a potty, dirty water in a bucket, water flowing from drainage). The teacher explains that liquid waste flows like water and cannot be held easily. The teacher asks pupils where they see dirty water at home.

Pupils’ Activity: Pupils observe the pictures, make a flowing motion with their hands, and give examples of liquid waste they know (e.g., bath water, dirty mop water).

Learning Point: Pupils identify liquid waste and give examples.

Step 5: Rhyme and Video Reinforcement

Time: 4 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads the pupils in singing “Our Waste Song” with actions. After the song, the teacher plays the short educational video about types of waste for kids, pointing out solid and liquid examples in the video.

Pupils’ Activity: Pupils sing the song with actions and watch the video attentively, pointing to examples of waste as they appear.

Learning Point: Pupils reinforce their understanding of waste types through song and visual media.

Step 6: Practical Activity – Sorting Waste

Time: 3 minutes

Teaching Skill: Application/Sorting

Teacher’s Activity: The teacher places the “Solid Waste” and “Liquid Waste” bins at the front. The teacher holds up various real (clean) waste items and pictures of waste, asking pupils to identify if it’s solid or liquid, and then place it in the correct bin.

Pupils’ Activity: Pupils take turns identifying waste items as solid or liquid and placing them into the appropriate bins.

Learning Point: Pupils apply their knowledge to sort waste practically.

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 another word for waste?
Show me an example of solid waste from the items on the table.
Name one liquid waste you know.
Is paper solid or liquid?

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: Summarisation/Assignment

Teacher’s Activity: The teacher summarises the lesson by reminding pupils that waste is unwanted things, and it can be solid or liquid. The teacher encourages pupils to always identify waste around them. The teacher asks pupils to look for one example of solid waste and one example of liquid waste at home and tell their parents about it.

Pupils’ Activity: Pupils listen and acknowledge the summary. They promise to look for waste at home.

Learning Point: Pupils consolidate their learning and are encouraged to observe waste in their environment.

Lesson Keywords

Waste – Things we no longer want or need.
Refuse – Another word for waste.
Solid – Hard or firm things you can hold.
Liquid – Things that flow like water.

Differentiation

Support: For pupils who struggle, use only two or three very clear examples of solid and liquid waste. Provide hand-over-hand guidance during the sorting activity. Repeat key terms and actions more frequently.
Extension: Encourage quicker pupils to name more examples of solid and liquid waste from their daily lives. Ask them to explain why a particular item is solid or liquid.

Note for teachers using this lesson plan

Prepare all instructional materials, especially the real waste examples and pictures, before the lesson. Ensure any real waste items are clean, dry, and safe for children to handle. The main idea children must grasp is that waste is anything unwanted, and it can be either solid (things you can hold) or liquid (things that flow). Use the song and video to reinforce these concepts. Observe pupils’ ability to identify and sort waste during the practical activity to gauge their understanding. Encourage all pupils to participate, especially during the sorting and question-and-answer sessions. Emphasise that proper disposal of these waste types will be taught in future lessons, but identifying them is the first step.