Topic: Cleaning the house

Target group

4th‑grade students of elementary school

Core curriculum

General aim of education

Students properly use different cleaning products and read the markings on their packaging.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• indicate products used to keep clean;

• explain the meaning of selected symbols on the packaging of some products;

• on the basis of instructions on the packaging, explain how to safely use cleaning aids.

Methods/techniques

• expository

  • talk.

• activating

  • discussion.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• notebook and crayons/felt‑tip pens;

• interactive whiteboard, tablets/computers;

• packaging on popular cleaning agents;

• bucket and mop;

• graduated beakers (two for each student);

• bottles with blue dyed water (one per pair);

• tablespoon for each student;

• a five‑liter container filled with water;

• table tents;

• two plates;

• two paper clips or two needles;

• dish soap;

• teaspoon;

• water.

Lesson plan overview

Before classes

• Students get acquainted with the content of the abstract. They prepare to work on the lesson in such a way to be able to summarize the material read in their own words and solve the tasks themselves.

Introduction

• The lecturer puts a bucket and mop next to his desk. He encourages students to try to guess the problems of classes.

• The teacher explains the aim of the lesson and together with students determines the success criteria to be achieved.

Realization

• The lecturer exposes various cleaning products and instructs the pupils to divide them according to commonly agreed criteria. After the time has elapsed, the person selected by the class presents the student work results and explains the criteria for the division.

• Students read the fragment Fri „How do cleaning products work?”. The teacher asks them to compare the division of cleaning products presented in the passage with the classification they carried out. He discusses possible discrepancies with students.

• The lecturer shows the pupils a five‑liter container filled with water, handing out beakers and recommending that one of them pours the amount of water dyed blue using a spoon, how much dishwashing liquid to five liters of water needed to wash dirty plates, pots and cutlery.

• The teacher presents an interactive illustration showing the label of dishwashing liquid and discusses the proper use of the product: explains how much liquid should be used for a given amount of water.

• Students pour the correct amount of dyed water into the second beaker and compare it with the amount of dyed water in the first beaker.

• The lecturer displays popular emoticons. He asks students what they mean and what words they replace in texts. Then he presents two selected pictograms and asks his pupils to try to determine their meaning.

• Students read the fragment Fri „Impact of cleaning products on the environment” and analyze the illustrations placed in „Gallery 1”, then independently perform interactive exercise no. 1.

• The teacher asks pupils to use the methodologists to answer, what effect cleaning products have on the environment (red means „bad”, green - „good”, yellow - „I do not know”).

• The instructor conducts an experiment examining the effect of cleaning products on water properties and formulate conclusions with students.

• Students independently perform interactive exercise no. 2.

Summary

• At the end of the class, the teacher asks the students questions:

  • What did you find important and interesting in class?

  • What was easy and what was difficult?

  • How can you use the knowledge and skills you have gained today?

  Willing/selected students summarize the lesson.

Homework

• Develop a lap book containing issues learned during the lesson and bring your work to the next class.

• Listen to the abstract recording at home. Pay attention to pronunciation, accent and intonation. Learn to pronounce the words learned during the lesson.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Cleaning the house

In a clean apartment, it is easier to avoid the spread of germs causing disease. Help parents to tidy up. There are many products in the home, thanks to which you can quickly clean up. To be effective and safe for people, they must be used in accordance with the instructions.

Staying in clean rooms and using clean objects is not only good for health, but also allows us to learn and rest in comfortable conditions. To keep this condition, you need to use cleaning products. They are, for example:

• washing powders and liquids,

• dish‑washing liquids, window and floor cleaners,

• soap,

• gels and bath liquids,

• shampoos,

• toothpastes.

After cleaning or washing the water containing the cleaning agent, we often pour it into the sink or toilet. From the apartment it goes to the sewage system and then to the sewage treatment plant. From there, purified water flows into rivers and lakes. Cleaning products may contain ingredients that are harmful to us as well as to plants and animals. In addition, the mere presence of such an agent in water changes its properties. What do you think will happen if the water with cleaning products gets into the environment?

• Cleaning products contain ingredients that remove dirt.

• The packaging of cleaning products contains information on their use and pictograms that refer to their composition and safe use.

• Before using the detergent, read the information on the packaging.