You will learn
- Say what a routine is.
- Order daily events.
- Use before and after.
- Say how routines help.
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 routine happens in the same order.
- Days have a morning, afternoon and evening.
- We use before and after.
- Routines help us.
Words to know
things done in the same order each day
the early part of the day
the end of the day
earlier and later
1. Discover: Ibrahim’s day
Ibrahim wakes up, washes his face, eats breakfast, goes to school, plays with friends, does his homework, eats dinner and sleeps. “I do these in the same order every day,” he says. “That is my routine.”
Think: What do you do first in the morning?
2. Understand: Routines
Idea 1: What is a routine?
A routine is a set of things we do in the same order each day. Routines help us remember what to do and keep our day calm.
Idea 2: Parts of the day
The day has a morning, an afternoon and an evening. We wake up in the morning and go to bed at night.
Idea 3: Before and after
We say what happens before and after. We wash our hands before we eat. We brush our teeth after we eat.
3. Worked examples
Example 1 (I show you): Order the day
Put events in order.
- Wake up.
- Eat breakfast.
- Go to school.
Answer: Wake up, eat, school.
Example 2 (We do it together): Before or after
Use the words.
- Wash hands.
- Eat lunch.
- Say before or after.
Answer: Wash hands before lunch.
Example 3 (You try): My routine
Tell your routine.
Show the steps and answer
- Think.
- Say three things.
- Use first, then, last.
Answer: First I wake up, then I eat, last I go to school.
Did you know?
Many families use a bell, a drum, a clock or the sun to know when to start their routines.
Why this matters
Routines help families work together and make sure everyone gets what they need.
4. Explore: Day strip
Fold a paper into six boxes. Draw six things you do from morning to night, in order.
- Fold the paper.
- Draw morning.
- Draw afternoon and evening.
- Share.
Think about it: what did you notice?
What did you notice? My friend and I had different routines.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- In the morning I ___.
- After school I ___.
- Before bed I ___.
- A routine is ___.
Guided practice
Question 1. What is a routine?
Same order each day.
Question 2. What do you do first each day?
Own answer.
Question 3. Is bedtime in the morning?
No.
Independent practice
Level 1: Start
- What is a routine?
- What do you do first each day?
- Is bedtime in the morning?
- Do we wash hands before or after eating?
- Name one thing in your evening.
Level 2: Grow
- Why have routines?
- Do all families have the same routine?
- Why is sleep part of a routine?
Level 3: Stretch
- Draw a day strip.
- Tell a friend your routine.
- Change one thing and say why.
Answers are in the answer key below. Try first, then check.
6. Apply: Social Studies in everyday life
You are late for school. What part of your routine can you do faster?
Show a sample answer
Get ready the night before.
Another one. Ask a family member about their daily routine.
Show a sample answer
Share one thing.
7. Common mistakes
Fix: Routines are different.
Fix: It can change for good reasons.
8. Lesson summary and revision card
- I can say what a routine is.
- I can order daily events.
- I can use before and after.
- I can say how routines help.
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 routine happens in the same order.
- Days have a morning, afternoon and evening.
- We use before and after.
- Routines help us.
11. Next lesson
Next lesson: Family traditions. 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.
- Name two parts of the day. [2 marks]
- Put three events in order. [3 marks]
- Say why routines help. [3 marks]
- Use before in a sentence. [2 marks]
Total: 10 marks.
Marking guide and model answers
- One each
- Each [1]
- Remember [1]; calm [1]; example [1]
- Before [1]; sensible [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is a routine?
- What do you do first each day?
- Is bedtime in the morning?
- Do we wash hands before or after eating?
- Name one thing in your evening.
- Why have routines?
- Do all families have the same routine?
- Why is sleep part of a routine?
- Draw a day strip.
- Tell a friend your routine.
Homework
Draw your evening routine and show it at home.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a routine? | Same order each day. | 1 |
| 2. What do you do first each day? | Own answer. | 1 |
| 3. Is bedtime in the morning? | No. | 1 |
| 4. Do we wash hands before or after eating? | Before. | 1 |
| 5. Name one thing in your evening. | Own. | 1 |
| 6. Why have routines? | They help us remember. | 1 |
| 7. Do all families have the same routine? | No. | 1 |
| 8. Why is sleep part of a routine? | The body needs rest. | 1 |
| 9. Draw a day strip. | Six pictures. | 1 |
| 10. Tell a friend your routine. | Sentences. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Same order each day.; 2 Own answer.; 3 No.; 4 Before.; 5 Own.. Level 2: 1 They help us remember.; 2 No.; 3 The body needs rest.. Level 3: 1 Six pictures.; 2 Sentences.; 3 Reason..
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 Say what a routine is | 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 Order daily events | 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 Use before and after | 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 routines help | 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: “Everyone has the same routine.” Routines are different.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use three pictures. Put them in order together and say first, then, last.
- 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 daily routines. A simple routine can make home calmer. You do not need to be an expert to help.
- Talk about your child’s day.
- Make a picture routine.
- Praise following it.
- 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: say what a routine is; order daily events; use before and after; say how routines help.
Prerequisite knowledge. Grade 1 ideas: what a family is, family members and helping at home.
Materials. Paper, crayons. 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. Fold sample strips.
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). Act out morning and ask what comes next.
Explanation (10 min). Teach routines.
Guided activity (10 min). Learners draw strips.
Independent activity (10 min). Learners share.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What happens first? What helps my routine?
Teacher explanation notes. Start with a picture, story, map or local example. Then talk about what was seen, then draw and write. Always ask “how do you know?” and invite more than one view. Treat every family, culture and community with respect, and never ask learners to share private information.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use pictures, maps, real objects and short sentences, and let learners work with a partner. Let learners point, show, act or draw instead of writing. Extension. Ask learners to find a new example from their own community and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Everyone has the same routine.” Routines are different.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-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 three pictures. Put them in order together and say first, then, last. Enrichment. Find one new example near your home or school, draw or write about 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: NCSS standards and C3 Framework, Cambridge Primary Humanities 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 Social Studies curriculum, Grade 1 Unit 2, topic 6; NCSS C3 Framework, individuals and groups; Cambridge Primary Humanities, people; IB Primary Years Programme, who we are. These sources informed the lesson.