You will learn
- Describe a clean and a dirty place.
- Name sources of dirt and pollution.
- Say how pollution harms living things.
- Say how to keep places clean.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- A clean environment is healthy.
- Litter, smoke and dirty water cause pollution.
- Pollution can make people, plants and animals ill.
- We can keep our surroundings clean.
Words to know
harmful things in air, water or land
rubbish left lying around
a cloud of tiny particles from burning
free from dirt
1. Discover: Two streams
Obi visits two streams. One is clear and has fish and plants. The other has plastic bags and a bad smell. No fish live there. “The dirty stream is polluted,” says his father. “We must keep it clean.”
Think: How are the two streams different?
2. Understand: Clean and dirty
Idea 1: A clean place
A clean environment has clear water, fresh air, tidy ground and healthy plants and animals. It is pleasant and safe.
Idea 2: A dirty place
A dirty place has litter, dirty water or smoke. This is pollution. It makes bad smells, spreads germs and harms fish, birds, plants and people.
Idea 3: What we can do
We put rubbish in bins, do not burn plastic, keep drains clear and keep water sources clean. We tell an adult when we see pollution.
3. Worked examples
Example 1 (I show you): Clean or dirty?
Clear stream with fish.
- Clear water.
- Fish live there.
- It is clean.
Answer: The clear stream is clean.
Example 2 (We do it together): What causes it?
Plastic in a river.
- People threw it.
- It harms fish.
- It is pollution.
Answer: Plastic litter is pollution.
Example 3 (You try): What to do?
You see litter.
Show the steps and answer
- Do not touch sharp things.
- Use a bin.
- Tell an adult.
Answer: Put litter in a bin and tell an adult.
Did you know?
Plastic bags can last in the environment for many years and can harm sea turtles that mistake them for jellyfish.
Why this matters
Clean places keep us healthy and protect wildlife.
4. Explore: Clean or dirty sort
Sort pictures of places into clean and dirty.
- Collect pictures.
- Sort into two groups.
- Say why.
- Draw a clean place.
Think about it: what did you notice?
What did you notice? Dirty places have litter and smoke.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A clean river is ___.
- Litter is ___.
- Pollution can ___ animals.
- We use a ___.
Guided practice
Question 1. What is litter?
Rubbish left around.
Question 2. What is pollution?
Harmful things in air, water or land.
Question 3. Is a clean river healthy?
Yes.
Independent practice
Level 1: Start
- What is litter?
- What is pollution?
- Is a clean river healthy?
- What do we use for rubbish?
- Do we burn plastic?
Level 2: Grow
- Name two causes of pollution.
- How does pollution harm fish?
- Why keep drains clear?
Level 3: Stretch
- Compare a clean and a dirty stream.
- Explain why we do not burn plastic.
- Plan a clean-up.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Where is it clean or dirty near you?
Show a sample answer
Rivers, markets and streets.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: It harms animals.
Fix: Smoke pollutes air.
8. Lesson summary and revision card
- I can describe a clean and a dirty place.
- I can name sources of dirt and pollution.
- I can say how pollution harms living things.
- I can say how to keep places clean.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- A clean environment is healthy.
- Litter, smoke and dirty water cause pollution.
- Pollution can make people, plants and animals ill.
- We can keep our surroundings clean.
11. Next lesson
Next lesson: Waste. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is pollution? [2 marks]
- Name two causes of pollution. [2 marks]
- How does pollution harm? [3 marks]
- Compare clean and dirty places. [3 marks]
- Give two ways to keep a place clean. [2 marks]
Total: 12 marks.
Marking guide and model answers
- Harmful things [1]; in air, water or land [1]
- Any two [1 each]
- People [1]; plants [1]; animals [1]
- Clean: clear, healthy [1]; dirty: litter [1]; harm [1]
- Any two [1 each]
Score guide: 11 to 12 = secure. 8 to 10 = nearly there, revise the parts you missed. Under 8 = work through the lesson again with a grown-up.
Printable worksheet
- What is litter?
- What is pollution?
- Is a clean river healthy?
- What do we use for rubbish?
- Do we burn plastic?
- Name two causes of pollution.
- How does pollution harm fish?
- Why keep drains clear?
- Compare a clean and a dirty stream.
- Explain why we do not burn plastic.
Homework
Look for a clean place and a dirty place near you (safely). Draw both. Think of one way to help.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is litter? | Rubbish left around. | 1 |
| 2. What is pollution? | Harmful things in air, water or land. | 1 |
| 3. Is a clean river healthy? | Yes. | 1 |
| 4. What do we use for rubbish? | A bin. | 1 |
| 5. Do we burn plastic? | No. | 1 |
| 6. Name two causes of pollution. | Litter and smoke. | 1 |
| 7. How does pollution harm fish? | Dirty water makes them ill. | 1 |
| 8. Why keep drains clear? | Water can flow. | 1 |
| 9. Compare a clean and a dirty stream. | Clear vs dirty. | 1 |
| 10. Explain why we do not burn plastic. | Smoke harms air. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Rubbish left around.; 2 Harmful things in air, water or land.; 3 Yes.; 4 A bin.; 5 No.. Level 2: 1 Litter and smoke.; 2 Dirty water makes them ill.; 3 Water can flow.. Level 3: 1 Clear vs dirty.; 2 Smoke harms air.; 3 Gloves, bins, adults..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Describe a clean and a dirty place | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Name sources of dirt and pollution | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Say how pollution harms living things | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Say how to keep places clean | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “Litter is harmless.” It harms animals.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use pictures. Sort clean and dirty.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns about clean and dirty environments and pollution. You do not need to be an expert to help.
- Point out litter and bins.
- Ask, “How can we help?”
- Never touch sharp rubbish.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: describe a clean and a dirty place; name sources of dirt and pollution; say how pollution harms living things; say how to keep places clean.
Prerequisite knowledge. None. Learners should be able to look, listen and talk about what they notice.
Materials. Pictures of clean and dirty places, gloves, bins, chart paper. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Gather pictures. Plan a safe look at litter with gloves. Prepare a poster.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Ask, “Which place would you rather play in?”
Explanation (10 min). Teach clean and dirty.
Guided activity (10 min). Learners sort pictures.
Independent activity (10 min). Learners plan a clean-up.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Is it clean? What would help?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Litter is harmless.” It harms animals.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 12-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Use pictures. Sort clean and dirty. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 1 Unit 10, topic 4; Next Generation Science Standards, Earth and human activity; Cambridge Primary Science Stage 1, living things and their environment; IB Primary Years Programme, sharing the planet. These sources informed the lesson.