Note for teachers using this lesson plan
Before the lesson, ensure you have real cleaning tools like a small broom, dustpan, and a rag, along with picture cards of clean and dirty environments. The central idea is for pupils to recognise what makes an environment dirty and to understand simple actions to make it clean. Observe pupils as they participate in simple cleaning actions and identify messy spots in the classroom.
Class: Pre-School Level 1
Term: Second Term
Week: 10
Age: 2 years
Duration: 30 minutes
Subject: Health Habits
Curriculum Theme: Health Habits
Previous Lesson: Not separately stated in the scheme.
Topic: DIRTY ENVIRONMENT
Subject Matter: Dirty Environment: Signs and How to Make It Clean
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify simple signs of a dirty environment when shown pictures or real examples.
- Name one or two things found in a dirty environment (e.g., rubbish, dust).
Affective Domain
- Show willingness to participate in keeping their classroom clean.
- Understand that a clean environment is good for them.
Psychomotor Domain
- Demonstrate simple actions like picking up rubbish or wiping a surface.
- Point to cleaning tools like a broom or dustpan.
Social Domain
- Participate in group activities related to cleaning.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Relevant Early Childhood Care and Education resources
Instructional Materials
- Charts showing clean and dirty environments
- Picture cards of rubbish (e.g., paper, food crumbs, empty sachets)
- Small broom and dustpan
- Clean rags/wipes
- Small waste bin
- Video clips on clean and dirty environments
Rationale for the Lesson
This lesson is important for 2-year-olds as it introduces them to basic hygiene and the concept of keeping their surroundings tidy. Learning about clean and dirty environments at this age helps them develop good habits early, understand the importance of cleanliness for their health, and begin to take responsibility for their space.Prerequisite/Previous Knowledge
Pupils can identify common objects around them and follow simple instructions. They may have seen adults cleaning at home or in school.Lesson Content/Board Summary
DIRTY ENVIRONMENT: Signs and How to Make It Clean
What is a Dirty Environment?
A dirty environment is a place that is messy and has rubbish or dust. It is not good for us.Signs of a Dirty Environment
- Rubbish on the floor (e.g., paper, food crumbs)
- Dust on the tables and chairs
- Things scattered everywhere
- Sometimes, it might smell bad
Things Found in a Dirty Environment
- Waste paper
- Empty sachets
- Food wrappers
- Dust
- Leaves
How to Make a Dirty Environment Clean
- Pick up rubbish and put it in the waste bin.
- Sweep the floor with a broom and collect dust with a dustpan.
- Wipe the tables and chairs with a clean rag.
- Keep things in their proper places.
Key Words
- Dirty – Not clean, messy.
- Clean – Tidy, no rubbish or dust.
- Rubbish – Things we throw away.
- Sweep – To clean the floor with a broom.
- Wipe – To clean a surface with a cloth.
Clean-Up Song
Tune: Twinkle, Twinkle Little Star
Lyrics:
Rubbish, rubbish on the floor,
Let’s pick it up and want no more.
Put it in the dustbin, see,
Clean environment for you and me.
Sweep, sweep, sweep the floor,
Make our classroom clean once more!
Actions: Point to the floor, pretend to pick up rubbish, make a throwing motion into a bin, pretend to sweep.
Watch and Learn About Clean and Dirty
💡 Teacher Guide for Using This Board Summary
How to teach the content: Use charts and picture cards to show examples of dirty and clean environments. Ask simple questions like “Is this clean or dirty?” Point to rubbish and ask “What is this?” Use very short sentences and repeat key words often. Emphasize that a clean place is good and a dirty place is not good.
What to show or demonstrate: Show real rubbish (e.g., a crumpled paper) and demonstrate picking it up and putting it in a bin. Show the broom and dustpan, and demonstrate simple sweeping motions. Show a rag and demonstrate wiping a table. Allow pupils to touch the tools under supervision.
How to use the rhyme/song: Introduce the “Clean-Up Song” by singing it slowly with actions. Repeat it several times, encouraging pupils to join in with the actions and simple words. Use it as a transition or during a practical cleaning activity.
How to use the video: Introduce the video by saying, “Let’s watch a video about clean and dirty things!” Play the video. After watching, ask pupils to point to things that were dirty and things that were clean in the video. Encourage them to say “dirty” or “clean.”
What to watch for: Observe if pupils can distinguish between clean and dirty in pictures. Watch for their participation in actions like picking up imaginary rubbish or making sweeping motions. Correct gently by re-demonstrating if needed.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Imitation, Manipulation of Objects, Repetition, Practical Activity.Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Greeting
Teacher’s Activity: The teacher greets the pupils warmly. Asks, “Who likes a clean classroom?” and “What makes our classroom dirty sometimes?”
Pupils’ Activity: Pupils respond to greetings, raise hands if they like a clean classroom, and may point to imaginary rubbish.
Learning Point: Pupils are engaged and introduced to the idea of clean and dirty.
Step 2: Presenting Dirty Environment
Time: 5 minutes
Teaching Skill: Visual Aid/Observation
Teacher’s Activity: The teacher shows charts/picture cards of a dirty environment. Points to rubbish, dust, and scattered items. Asks, “What do you see here? Is it clean or dirty?”
Pupils’ Activity: Pupils observe the pictures, point to the rubbish, and say “dirty” when prompted.
Learning Point: Pupils begin to identify a dirty environment visually.
Step 3: Identifying Signs of Dirtiness
Time: 5 minutes
Teaching Skill: Identification/Naming
Teacher’s Activity: The teacher uses real examples (e.g., a small piece of paper on the floor, dust on a shelf) or picture cards to show specific “rubbish” items. Names them (e.g., “paper,” “dust”).
Pupils’ Activity: Pupils point to the rubbish, repeat the names of the items (e.g., “paper,” “dust”), and say “dirty.”
Learning Point: Pupils identify specific things that make an environment dirty.
Step 4: Introducing Cleaning Tools
Time: 4 minutes
Teaching Skill: Object Recognition/Naming
Teacher’s Activity: The teacher brings out the broom, dustpan, and rag. Shows each tool and names it clearly (e.g., “This is a broom,” “This is a dustpan,” “This is a rag”).
Pupils’ Activity: Pupils observe the tools, point to them, and try to repeat their names after the teacher.
Learning Point: Pupils recognise and name basic cleaning tools.
Step 5: Demonstrating Cleaning Actions
Time: 4 minutes
Teaching Skill: Demonstration/Modelling
Teacher’s Activity: The teacher demonstrates simple cleaning actions: picking up a piece of paper and putting it in the bin, making sweeping motions with the broom and dustpan, and wiping a table with a rag. Explains each action simply.
Pupils’ Activity: Pupils watch the teacher’s demonstration carefully.
Learning Point: Pupils observe how to perform simple cleaning actions.
Step 6: Guided Practice and Song
Time: 5 minutes
Teaching Skill: Guided Practice/Reinforcement
Teacher’s Activity: The teacher invites pupils to imitate the cleaning actions (e.g., “Let’s pick up rubbish!”). Sings the “Clean-Up Song” with actions, encouraging pupils to join in.
Pupils’ Activity: Pupils make picking-up motions, sweeping motions, and participate in singing the “Clean-Up Song” with actions.
Learning Point: Pupils actively practise simple cleaning actions and reinforce learning through song.
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.
- Show me a picture of a dirty place.
- What can we do to make our classroom clean? (Encourage actions like picking up rubbish).
- Point to the broom.
- Sing a line from our clean-up song.
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: Recap/Encouragement
Teacher’s Activity: The teacher praises pupils for their participation and reminds them to always try to keep their classroom and home clean. “Let’s always keep our environment clean!”
Pupils’ Activity: Pupils respond with “Yes, teacher!” and clap their hands.
Learning Point: Pupils are encouraged to maintain cleanliness.
Lesson Keywords
- Dirty – Not clean, messy.
- Clean – Tidy, no rubbish or dust.
- Rubbish – Things we throw away.
- Sweep – To clean the floor with a broom.
- Wipe – To clean a surface with a cloth.
Differentiation
- Support: For pupils who struggle, provide larger picture cards, use hand-over-hand guidance for cleaning actions, and repeat instructions slowly. Focus on identifying just one sign of dirtiness or one cleaning tool.
- Extension: For pupils who grasp the concept quickly, encourage them to identify more than one piece of rubbish or name two cleaning tools. Ask them to point to a “clean” spot in the classroom.
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