BST Unified Schemes of Work for upper Primary School Lagos State. Primary 4 Basic Science and Technology Scheme of work – Schemeofwork
BASIC SCIENCE AND TECHNOLOGY PRIMARY 4 FIRST TERM
WEEK 1
TOPIC: Revision of Basic 3 work
WEEK 2
TOPIC
BST (BASIC SCIENCE/BASIC TECHNOLOGY) – Changes in nature (1)
Meaning of change
Examples of change
Classification of Change.
-Difference between Temporary and Permanent change
LEARNING OBJECTIVES
By the end of the lesson, pupils’ should be able to:
- Explain the concept ‘change’;
- Observe and describe some
- Examples of changes around them.
- Consider the effects of changes around them
- Give examples of temporary and permanent change;
- Differentiate between temporary and permanent change.
LEARNING ACTIVITIES
- Pupils as a class discuss what change means to them.
- Pupils in small groups observe and describe changes taking place in their surroundings such as the construction of new roads, sprouting of grasses in rainy season etc.
- Class watches some demonstrations of temporary and permanent change such as burning of candle, burning of paper, wetting of cloth, inflating a balloon etc. while the pupils record their observations and a volunteer from each group shares their observations with the class.
- -Pupils in small groups classify the different changes observed in either permanent or temporary change.
- -Pupil’s in small groups write out the differences between temporary and permanent change
EMBEDDED CORE SKILLS
- Critical thinking and problem solving
- communication and collaboration
- leadership and personal development
LEARNING RESOURCES
Audio – visual resources:
A poster showing changes occurring in home and school surrounding.
Water, candle, matches, wood, pieces of paper, container, pieces of cloth, ice, balloon etc.
Web resources:
WEEK 3
TOPIC: BASIC SCIENCE/BASIC TECHNOLOGY
BST CHANGES IN PLANTS AND ANIMALS (I)
•Changes in plants.
•Conditions for changes in plants
LEARNING ACTIVITIES
Pupils in pairs enumerate examples of plants.
-Discuss in small groups and write down the examples of changes in plants e.g. change in leaf colour, leaf fall etc.
-Pupils describe the changes that occur in plants from seed to seedling period observing the ported plants displayed
– Class brainstorms on the reasons for the changes in plants.
-Pupils in pairs itemize the conditions for changes to occur in plants. __—
EMBEDDED CORE SKILLS
Critical thinking and problem solving communication and collaboration leadership and personal development
LEARNING RESOURCES
Audio- visual resources: Bean seeds, potted plants, glass jar or empty cans, water, soil.
Web resources:
https://youtube.com/xDSFIRunlrU
Athleticscoachingweebly.com
– Mats
– Whistle
– Stop Watch
– Music
Audio visuals:
Charts
Computer set
Projector
Sound system
Web resource
WEEK 4
TOPIC
BST (BASIC SCIENCE/BASIC TECHNOLOGY) – CHANGES IN PLANTS AND ANIMALS 01
-Changes in animals.
Animals and their young ones.
•Reasons for changes in animals.
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to:
- Observe and describe the changes in animals;
- Identify and highlights names of different animals and their young ones;
- Compare young animals to adult animals;
- Give reasons for the differences in young and adult animals
LEARNING ACTIVITIES
Class watches video clips of various animals and their young ones.
-Class engages in a discussion on the changes that occur in animals.
•Pupils take turns to go round to see the pasted diagrams of animals and their young ones.
-Pupils in small groups write down the reasons for the changes in animals observed.
(I) Pupils in pairs exchange baton with team mate
(ii) Communication and collaboration.
(iii) Digital literacy
Locate and launch Microsoft Power Point
EMBEDDED CORE SKILLS
- Critical thinking and problem solving Communication and collaboration.
- Leadership and personal development.
LEARNING RESOURCES
Audio Visual
Web resource
WEEK 5
TOPIC:
BST (BASIC SCIENCE/BASIC TECHNOLOGY): CHANGES IN PLANTS AND ANIMALS (III)
-Lifecycle of insects.
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to:
- Identify some insects; describe the lifecycle of an insect;
- Draw and label the life cycle of some common insects.
- Compare the various stages of an insect life cycle
LEARNING ACTIVITIES
- Pupils lists examples of insects they know e.g. housefly, cockroach etc.
- -Pupils in small groups walk round the class to see the pictures of different insects and life cycle of some insects.
- -Pupils in small groups write down the differences between the young and adults of insects.
- -Class watches a video clip on the life cycle of an insect.
- -Pupils in small groups draw the life cycle of an insect and show the class.
EMBEDDED CORE SKILLS
- Creativity and imagination critical thinking, communication and collaboration
LEARNING RESOURCES
Audio- visual resources:
Charts on different types of insects.
Charts on the life cycle of some insects e.g. house fly and cockroach
Video clip.
Web resources:
WEEK 6
TOPIC
BST (BASIC SCIENCE/BASIC TECHNOLOGY) :OUR WEATHER (I)
-Meaning of Weather
-Factors affecting weather
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to:
State the meaning of weather;
Analyze the factors affecting the weather;
Relate weather conditions to changes in factors affecting the weather; sun, cloud, wind, temperature, etc.
LEARNING ACTIVITIES
-Class observes the atmosphere and brainstorm to generate the meaning of weather.
-Pupils in small groups analyze the factors affecting weather and the leader share the ideas with the class
-Class watches two videos of weather for forecast for same location and write down the changes in weather reported between the two videos.
-Pupils in small groups discuss the reasons for changes in weather
EMBEDDED CORE SKILLS
- Critical thinking and problem solving communication and collaboration
LEARNING RESOURCES
Audio- visual resources:
A chart showing the weather conditions
Web resources:
WEEK 7
TOPIC: MID-TERM BREAK
WEEK 8
TOPIC
BST (BASIC SCIENCE/BASIC TECHNOLOGY) : OUR WEATHER (II)
-Weather Instruments.
-Weather symbols.
-Weather records.
-Making a weather instrument
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to:
- Name the standard weather instrument and what they measured
- Identify and write simple weather symbols
- Use weather symbol to keep record of weather changes
- Relate weather symbols to changes in their environment
- Improvise simple weather instrument
LEARNING ACTIVITIES
Gallery walk
-Pupils take turns to go round to see the pasted diagrams of weather instruments and symbols.
-Pupils in pairs write out simple weather symbols.
-Class’ visits a meteorological station or invite a meteorologist to the class to explain how weather instruments are used
Pupils in small groups make an improvised weather instruments.
-Pupils in pairs discuss the values of weather symbols and how they apply to their environment
EMBEDDED CORE SKILLS
- Critical thinking and problem solving, creativity and imagination.
- Communication and collaboration
LEARNING RESOURCES
Audio-visual
Charts
Thermometer
WEEK 9
TOPIC
BST (BASIC SCIENCE/BASIC TECHNOLOGY): OUR WEATHER (II)
-Weather instruments.
-Weather symbols.
-Weather records.
-Making a weather instrument
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to:
- name the standard weather instruments and what they measure;
- identify and write simple weather symbols;
- use weather symbols to keep records of weather changes;
- Relate weather symbols to changes in their environment improvise simple weather instruments.
LEARNING ACTIVITIES
Gallery walk
-Pupils take turns to go round to see the pasted diagrams of weather instalments and symbols.
-Pupils in.pairs write out simple weather symbols.
-Class ‘visits a meteorological station or invite a meteorologist to the class to explain how weather instruments are used.
-Pupils in small groups make an improvised weather instruments.
-Pupils in pairs discuss the values of weather symbols and how they apply to their environment
EMBEDDED CORE SKILLS
Critical thinking and problem solving
Creativity and imagination
Communication and collaboration
leadership and personal development
LEARNING RESOURCES
Audio-visual
Charts
WEEK 10
TOPIC
BST (BASIC SCIENCE/BASIC TECHNOLOGY) : WATER
-Differentiating water from other liquids
-Evaporation
•Condensation
•Freezing
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to:
- Identify pure water as a liquid with no color, taste, and odour
- Explain the concept-evaporation’ explain the concept ‘condensation”
- Explain the concept “freezing”
- Differentiate between evaporation, condensation, and freezing
LEARNING ACTIVITIES
-Pupils should think and write the differences between water and other liquids n their environment
Pupils should think and write down the changes that would be observed than water is heated to explain the concept ‘evaporation”.
•Pupils in small groups write down what would be observed when steam condenses and when water freezes, and the leader of each group presents to the class.
•Pupils in small groups take turns to walk round and observe water and other liquids displayed and differentiate between evaporation, condensation, and freezing.
EMBEDDED CORE SKILLS
Critical thinking and problem solving
Communication and collaboration
Leadership and personal development
LEARNING RESOURCES
Auto visual
Hot food, water
Web resources
WEEK 11
TOPIC: Revision
WEEK 12
TOPIC: Examination
LAGOS STATE MINISTRY OF EDUCATION
UNIFIED SCHEMES OF WORK FOR PRIMARY SCHOOLS
BST Unified Schemes of Work for upper Primary School Lagos State. Primary 4 Basic Science and Technology Scheme of work – Schemeofwork
BASIC SCIENCE AND TECHNOLOGY SCHEME OF WORK PRIMARY 4 SECOND TERM
WEEK 1
TOPIC: Readiness lest and Revision of first term’s work
WEEK 2
TOPIC:
BST (BASIC SCIENCE/BASIC TECHNOLOGY): SOIL
-Meaning of soil.
-Types of soil
-Soil Constituents.
-Uses of soil
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to:
- Explain the meaning of soil;
- Classify different types of soil; generate soil constituents,
- Explain the importance of soil: agriculture, building etc.
LEARNING ACTIVITIES
-Class discusses the meaning of soil.
-Pupils in pairs classify the types of problem soil and a member of each group makes presentations.
-Pupils in pairs analyze soil constituents
-Class discusses the various uses of soil
EMBEDDED CORE SKILLS
Critical thinking and problem solving
Communication and collaboration
Leadership and personal development
Creativity and imagination
LEARNING RESOURCES
Audio- visual
Water, soil (loamy soil, clay soil, sandy soil)
Charts pattern
WEEK 3
TOPIC
BST (BASIC SCIENCE/BASIC TECHNOLOGY) -SOIL (II): GROWING OF PLANTS
Soil preparation.
-Planting and nurturing of plants.
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to:
- Explain soil preparation
- Write how crops are planted and nurtured
LEARNING ACTIVITIES
Class brainstorms on soil preparation.
Pupils in small groups describe and write out how crops are planted and nurtured.
Pupils as pairs practice planting and nurturing
EMBEDDED CORE SKILLS
Critical thinking and problem solving communication and collaboration leadership and personal development
LEARNING RESOURCES
Audio visual:
Pictures of cultivation
Hoes
Cutlass
Seeds; beans, maize seed, rice etc
Audio visual:
WEEK 4
TOPIC:
BST (BASIC SCIENCE/BASIC TECHNOLOGY) – SOIL (II): GROWING OF PLANTS
-Soil preparation.
•Planting and nurturing of plants.
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to:
- Explain soil preparation;
- Write how crops are planted and nurtured
LEARNING ACTIVITIES
Class brainstorms on soil preparation.
- Pupils in small groups describe and write out how crops are planted and nurtured.
- Pupils as pairs practice planting and nurturing
EMBEDDED CORE SKILLS
Critical thinking and problem solving
Communication and collaboration
Leadership and personal development
LEARNING RESOURCES
Audio- visual “resources:
Picture of cultivated, land, hoes, cutlass, flowers, bean/maize seeds, empty can, soil and manure etc.
Web resources:
https://study.com/academv/lesson/soil-lesson-plan.html
(I) http://www.google.com/sea
(ii) YouTube chartered institute
Audio Visual
– Chart – Poster
WEEK 5
TOPIC
BST (BASIC SCIENCE/BASIC TECHNOLOGY): MIXTURE
•Definition of mixture
•Examples of common mixtures: Cereal and milk, flour and butter, cream and sugar, coffee and cream, honey and tea.
•Examples of other mixtures: Dirt and water, sand, water and gravel, smoke and fog.
Reason for mixtures: formation of new things and materials
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to:
- Explain the meaning of mixture;
- enumerate examples of common mixtures;
- Discuss other examples of mixtures.
- Explain how mixtures form new things and materials
LEARNING ACTIVITIES
-Class discuss the meaning of mixture.
-Class brainstorms on the common examples of mixtures.
-Pupils in small groups discuss other examples of mixtures and a volunteer of each group share their ideas with the larger class.
-Pupils create new things by mixing different substances.
EMBEDDED CORE SKILLS
Critical thinking and problem solving
Communication and collaboration
Leadership and personal development.
Creativity and imagination
•Class discusses the meaning of mixture.
LEARNING RESOURCES
Audio – visual resources:
Cereal, milk, flour, butter, cream, sugar, coffee, cream, honey, tea, gravel, water colour. Etc.
Web resources:
www.examples.com
dictionary.com
Audio – visual
Charts, picture, mats, whistle.
WEEK 6
TOPIC
BST (BASIC SCIENCE/BASIC TECHNOLOGY): TECHNOLOGY (I)
-Definition of technology
-Importance of technology
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to:
- State the meaning of technology:
- Write out the importance of technology
LEARNING ACTIVITIES
Pupils discuss what technology is to them
-Pupils think, write down, and share the most important technology they know.
-Pupils in small groups discuss and write out the importance of technology.
EMBEDDED CORE SKILLS
Critical thinking and problem solving,
Communication and collaboration
Leadership and personal development
Collaboration and Communication
LEARNING RESOURCES
Audio visual resources
Chart and pictures
Technological product like Bulbs, phones, computer.
Web resources;
Audiovisual
–
WEEK 7
TOPIC: MID – TERM BREAK
WEEK 8
TOPIC:
BST (BASIC SCIENCE/BASIC TECHNOLOGY): TECHNOLOGY (II)
- Products of technology
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to:
- Mention and identify the products of technology:
- Draw some products of technology:
- Give examples of some inventors and the technology they invented.
LEARNING ACTIVITIES
Pupils in small group walk round the class to see some products of technology.
-Pupils in pairs list out some examples of technological products.
-Pupils take turn to go round to see the pictures of some inventors and the technology they invented.
-Pupils in small groups discuss and write down the importance of new technology
EMBEDDED CORE SKILLS
Critical thinking and problem solving
Creativity and imagination
Communication and collaboration
Leadership and personal development
LEARNING RESOURCES
Audio visual
Chart and pictures
Technological product like Bulbs, phones, computer, gas cocker, air condition etc.
WEEK 9
TOPIC
BST (BASIC SCIENCE/BASIC TECHNOLOGY): MEASUREMENT (MEASURING LIQUIDS).
-Materials for measuring liquids.
-Metric units for measuring liquids: cm, mm.
-Measuring the volume of liquids
-improvise a measuring cylinder
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to:
- Identify materials for measuring liquids;
- Enumerate the metric units of volume;
- Measure liquids accurately,
- Improvise a measuring cylinder with estimated scales for volumes in metric units
LEARNING ACTIVITIES
- Pupils write down the materials used for measuring liquids.
- Class brainstorm on the metric units of volume.
- Pupils in small groups measure liquids accurately in turns by using measuring cylinders, graduated jars and cups and record their measurement correctly.
- Pupils in pairs Improvise and calibrate measuring cylinders with scales estimated in metric units
EMBEDDED CORE SKILLS
Creativity and imagination
Critical thinking
Communication and collaboration
LEARNING RESOURCES
Audio visual
Measuring cylinders of different sizes
Water, other liquids, jam jars, funnel, rulers, strips of paper, pen, notebooks, coke bottles, jucie drinks pack.
Web resources:
https://www.cambridge.org/nq/files/8215/3632/9915/97811Q8670784AR 4.pdf
httD://www.google.com
www.masterclass.com Artide37
Audio Visual
– Chart
– Picture
– Mats
– Open Space
WEEK 10
TOPIC
BST (BASIC SCIENCE/BASIC TECHNOLOGY): MEASUREMENT – (MEASURING SOLIDS AND TIME)
– Materials for measuring solids and time.
-Metric units for measuring solids and time
-Measuring solids and time.
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to:
- Identify materials for measuring solids and time;
- State the metric units of weight and time
- Measure solids and time accurately;
LEARNING ACTIVITIES
-Pupils identify the materials used for measuring solids and time e.g. Weighing scale, clock.
-Pupils discuss the metric units of weight and time (e.g. gram, kilogram, tone, sec, mins, and hr.).
-Pupils In small group measure solids and time accurately in turns by using weighing scale, clock, wrist watch etc. and record their measurement correctly.
Pupils in small groups discuss and write down the Importance of measuring accurately.
One person from each group should snare with the class.
EMBEDDED CORE SKILLS
- Creativity and imagination
- Critical thinking
- Communication and collaboration
LEARNING RESOURCES
Audio- visual resources:
Measuring cylinders of different sizes, rice, other solids, empty plastics, rulers, strips of paper, pens, notebooks, weighing scale, dock
Web resources
https://www.cambridge.org/ng/files/8215/3632/9915/9781108670784AR 4.pdf
http://www.google.com/sea
www.cdc.gov/resource
www.britanica.com
Audio Visual
– Sample of Food Items
– Charts
– More graph
WEEK 11
TOPIC
BST (BASIC SCIENCE/BASIC TECHNOLOGY): SHAPE CONSTRUCTION WITH PAPER (I)
-Concept of shape construction
-Materials for shape construction (paper, metal and wood)
-Construction of shapes using paper.
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to:
- Explain the meaning of shape construction:
- Write out the materials used for shape construction;
- Construct shapes using paper
LEARNING ACTIVITIES
-Class brainstorm on how shapes are formed.
– give examples of some shapes.
-Pupils In small groups analyze the different materials used for shape construction. A volunteer makes presentations for each group.
-Class watch a video clip or study a chart on the construction of shapes.
-Pupils in small groups construct different shapes using cardboard sheet
EMBEDDED CORE SKILLS
Critical thinking and problem solving
Creativity and Imagination
Communication and collaboration
Leadership and personal development
LEARNING RESOURCES
Audio- visual resources:
Empty cartoons, Chisel, Snips, scissors, scissors, pliers, hammer, paper, cardboard, gum/ glue
Web resources:
- https://www.google.com/sea
- Staysafe.org
- Homescharity.net
Audio Visual
– Charts – Picture
– Flash Cards
WEEK 12
TOPIC: REVISION
WEEK 13
TOPIC: EXAMINATION
LAGOS STATE MINISTRY OF EDUCATION
UNIFIED SCHEMES OF WORK FOR PRIMARY SCHOOLS
BASIC SCIENCE AND TECHNOLOGY SCHEME OF WORK PRIMARY 4 THIRD TERM SCHEME
WEEK 1
TOPIC: READINESS TEST AND REVISION OF SECOND TERM’S WORK
WEEK 2
TOPIC:
BST (BASIC SCIENCE/BASIC TECHNOLOGY): SHAPE CONSTRUCTION WITH WOOD OR METAL
-Tools used in shape construction such as Cutting tool.
– Shape constructions methods: folding, bending
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to:
- Identify and state the tools used in shape constructions;
- Describe different shape construction methods.
- Construct an object using metal or wood.
LEARNING ACTIVITIES
-Pupils in small groups take a walk round the class to view the tools displayed.
-Class discuss the different methods of shape construction.
-Class watch a video clip or study a chart on how to construct an object using metal or woods.
-Pupils in small groups construct objects using any of the methods
EMBEDDED CORE SKILLS
Critical thinking and problem solving
Creativity and imagination
Communication and collaboration
Leadership and personal development
LEARNING RESOURCES
Audio visual resources
Chisel, sheets of metal, scissors, plier, wood hammer etc.
Web Resources
Video Site.
WEEK 3
TOPIC:
BST (BASIC SCIENCE/BASIC TECHNOLOGY): TYPES OF BUILDING
- Definition of building
- Materials needed for building
- Types of building special buildings, public bidding, e.g. religious buildings, court house, prison, market etc.
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to:
- Define the term building;
- Identify and explain the need for buildings
- Identify and describe different materials used for building;
- Classify different types of buildings as related to their purposes
LEARNING ACTIVITIES
-Class discuss the term building.
-Pupils in small groups discuss why we need buildings and share with the class.
-Pupils in small groups discuss different materials they know that are used for building.
-Pupils in pairs discuss and classify buildings as related to their purposes.
EMBEDDED CORE SKILLS
Critical thinking and problem solving
Communication and collaboration
Leadership and personal development
LEARNING RESOURCES
Audio- visual resources
Charts/pictures of buildings of different kinds, Sand, rocks
Web Resources
Audio visual
- Charts
- Picture
- Whistle
- Cones
- Maker
WEEK 4
TOPIC:
BST (BASIC SCIENCE/BASIC TECHNOLOGY): VEHICLES
•Meaning of a vehicle
•Different types of vehicle.
•External parts of vehicle,
•Use and disadvantages of vehicles.
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to:
- State what a vehicle is;
- Identify different types of vehicle;
- Show different parts of vehicle (external parts);
- Explain the uses and disadvantages of a car;
- Draw a vehicle and label its external parts.
LEARNING ACTIVITIES
-Class engage in discussion on the meaning of a vehicle
•Pupils take turns to go round to see the toy vehicles, vehicle in the school compound or vehicle on a
Chart to identify different types vehicles
•Pupils in small groups write out of the parts of a vehicle and presents to the class.
-Pupils think and write down the importance of vehicles in their daily lives.
-Class discuss the uses and disadvantages of vehicles.
-Pupils in pairs mould a vehicle with cardboard and label it.
Pupils as a class list the skill in volleyball game.
EMBEDDED CORE SKILLS
Creativity and imagination
Critical thinking
Communication and collaboration
LEARNING RESOURCES
Audio visual/ resources
Charts, picture of vehicles
Toy vehicles
Vehicles in the school compound.
Sheets of cardboard.
Gum/glue
Scissors
Web resources:
httDs://images.aDD.qoo.ql/x9MBCoPKmHHervLb7 httDs://www.ooogle.com/sea
www.strfinghtandPOwerforVB.com
Audio Visual
– Picture -Charts – Whistle
– Stop watches – Volley ball
-Nets- Cones – Marker
WEEK 5
TOPIC
BST (BASIC SCIENCE/BASIC TECHNOLOGY): FORMS OF ENERGY
-Concepts of energy.
-Forms of energy.
-Uses of energy
-Sources of energy e.g. sun, tides, waves, fuel, water.
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to:
- Explain the term energy;
- Describe the forms of energy;
- State the uses of energy;
- Write out the sources of energy.
- Compare the different forms of energy
LEARNING ACTIVITIES
-Pupils brainstorm the meaning of energy.
-Pupils in small groups describe and discuss various forms of energy and a volunteer present to the class.
-Pupils in pairs to write down the uses of energy and share with the class.
-Pupils take turns to go round to see the pasted diagrams of the sources of energy and identify them by name.
EMBEDDED CORE SKILLS
Communication and collaboration
Critical thinking and problem solving
Leadership and personal development
LEARNING RESOURCES
Audio-visual resources:
Relevant Charts and pictures.
Candle, torch light gas, oil, charcoal, kerosene, solar panel in surrounding, radio.
Web Resources:
https://study.com./academy/lesson/forms-of-energy-lesson for-kids.html
www.youtube.com
www.allamericanswim.com
Audio Visual
– Chart- Pictures
WEEK 6
TOPIC
BST (BASIC SCIENCE/BASIC TECHNOLOGY): FOOD (CLASSES AND USES)
•Classes of food
•Uses of food
•Adequate diet (Balanced diet)
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to:
- Name the different classes of food;
- Classify food as related to their uses;
- Discuss adequate diet (balanced diet)
LEARNING ACTIVITIES
-Pupils give examples of food they know.
-Pupils take turns to go round to see the different raw foods provided and classify them.
-Pupils in small groups discuss what adequate diet (balanced diet) is.
-Pupils think and write down the importance of a balanced diet to them
EMBEDDED CORE SKILLS
Critical thinking
Communication and collaboration
Creativity and imagination
LEARNING RESOURCES
Audio- visual resources:
Charts/ pictures of the classes of food and the examples of food under each class.
Raw food items like beans, gam, Rice, oil etc. fruits, water.
Web resources:
https://www.legit.ng/1163909-classes -food-examples-functions.html
Audio Visual
- Pictures
- Charts
- Flash cards
- Posters
WEEK 7
TOPIC: MID TERM BREAK
WEEK 8
TOPIC:
BST (BASIC SCIENCE/BASIC TECHNOLOGY): Harmful foods
-Meaning of harmful foods.
-Examples of harmful foods
-Bad feeding
-Unbalanced diet
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to:
- explain the meaning of harmful foods;
- state examples of harmful foods;
- explain the effects of unbalanced diet
LEARNING ACTIVITIES
-Class brainstorms on the meaning of harmful foods.
-Pupils give examples of food that are harmful that they know.
-Pupils in small groups discuss what bad feeding is and the leaders take turn to present their ideas.
-Pupils think and write down the effects of an unbalanced diet
EMBEDDED CORE SKILLS
- Creativity and imagination
- Critical thinking
- Communication and collaboration
LEARNING RESOURCES
Audio visual
Charts, picture of agricultural food
Raw food items like beans, rice etc.
Audio Visual
– Charts
– Picture
-Pesters
WEEK 9
TOPIC
BST (BASIC SCIENCE/BASIC TECHNOLOGY): THE DIGESTIVE SYSTEM:
-Meaning of digestion
Digestive organs (mouth, tongue, stomach, small intestine, big intestine)
Digestion of food
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to:
- State the meaning of digestion:
- Identify the digestive organs;
- Show how food is digested rotate the Importance of digestion In a healthy human
LEARNING ACTIVITIES
- -Pupils swallow their saliva and brainstorm the moaning of digestion
- Pupils in small groups walk round in turns to identify the digestive organs
- Pupils in pairs point to the location of each other’s digestive organ
- Pupils in pair role play how food is digested
- Think and write down why their food should be digested
EMBEDDED CORE SKILLS
Critical thinking and problem soiling
Communication and collaboration
Leadership and personal development
Collaboration and Communication
LEARNING RESOURCES
Audio visual resource
Pictures of digestive systems
Video or animation of digestive system
Audiovisual
– Picture, Chart – Poster
WEEK 10
TOPIC
BST (BASIC SCIENCE/BASIC TECHNOLOGY): HUMAN BODY (THE MOUTH)
-The tongue.
-The lips
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to:
- Recognize tongue and lips;
- Examine the parts on the tongue and their uses;
- Draw the tongue and lips
LEARNING ACTIVITIES
Pupils touch their tongues and lips to recognize them.
Each pupil should chow part of their snacks to locate the different parts on the tongue and justify their uses.
-Pupils In small groups take turn round the class to observe the charts of tongue and lips and then draw it out.
EMBEDDED CORE SKILLS
Creativity and imagination
Communication and collaboration
Critical thinking and problem solving
Leadership and personal development
LEARNING RESOURCES
Audio- visual resources:
Charts/ pictures of the tongue and the lips.
Mirror
Web resources:
www.classroomkidshealth .org/
www.gatewayfoundation.org
Audio Visual
– Pictures
– Charts
– Posters
WEEK 11
TOPIC
BST (BASIC SCIENCE/BASIC TECHNOLOGY): HUMAN BODY (THE TEETH)
- incisors
- canines
- molar
- premolar
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to:
- Recognize teeth;
- Examine the types of teeth and their uses;
- Draw and label the teeth.
LEARNING ACTIVITIES
-Pupils touch their teeth.
-Each pupil chew part of their snacks to locate the position of each type of teeth in their mouth and justify the uses.
-Pupils in small groups take turn round the class to observe the charts of tooth.
-Pupils in pairs draw and label the tooth and display it in the class
EMBEDDED CORE SKILLS
Creativity and imagination
Communication and collaboration
Critical thinking and problem solving
LEARNING RESOURCES
Audio – visual resources:
Charts/ pictures of the mouth, the teeth and the lips.
Mirror
Web resources:
-classroom, arts, teeth. Pdf
academicoup.com
Audio Visual
– Pictures – Charts
– Flash cards – Posters
WEEK 12
REVISION
WEEK 13
EXAMINATION
