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Primary 3 Lesson Plans Overview

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95 views16 pages

Primary 3 Lesson Plans Overview

Pry3

Uploaded by

Elegbede Titilola
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

WEEK: 1

DATE 16/9/2024
SUBJECT: English language.
CLASS: pry 3
TOPIC: Use of capital letters and use of regular plural
[Link]: Evans Modular English course book 3
INSTRUCTIONAL MATERIALS: Textbook,Mastering English.
PREVIOUS KNOWLEDGE: pupils have been taught before
BEHAVIOURAL OBJECTIVES: By the end of the lesson,pupils should be able to
1: Use the capital letters at the appropriate position and in sentences and in groups of words
2: Explain and write the formation of regular plurals.
CONTENT OF LESSON
USE OF CAPITAL LETTERS: UPPER CASE LETTER
Capital letters are used in different positions in sentences and in groups of words.
1: At the beginning of sentence
(a) Do you like me?
(b) They are dancing to the music
(c) I met the bishop at the church
2: In the first letter of names of people and places, language and titles
(a) Dr James, Funke, Lagos, Hause
3: In the first letter of the days of the week and months.
(a) December (b) Wednesday (a) January (c) Tuesday
4: In the pronoun 'I' wherever it occurs in a sentences
(a) As I sat down, he entered
(b) Do I know you?
GRAMMER: USE OF REGULAR PLURALS
Regular plurals noun are noun that usually form thier plural by adding 's
Examples of words and thier plurals
A basket ____________ Two baskets
A book _____________ Three books
Examples of the formation of regular plurals
Singular. Plural
1. Girl. Girls
2. Boy. Boys
3. Goat. Goats
4. Chief. Chiefs
Examples of sentences
There is one girl and one boy standing under the tree
There are two girls and three boys standing under the tree
PRESENTATION
STEP 1: teacher revises previous topic with pupils
STEP 2: teacher ask questions from the pupils on the previous topic
STEP 3: pupils answer questions
STEP 4: teacher introduce and explain the new topic with examples
STEP 5: pupils answer questions on the new topic with their own examples
EVALUATION
Step 1 Teacher entertain and asks questions from pupils on the new topic
Step 2 Pupils answer questions on the new topic with oral examples
CONCLUSION : Teacher revises the new topic and gives assignment

WEEK: 1
DATE 16/9/2024
SUBJECTS: Mathematics
CLASS: pry 3
TOPIC: Whole number
SUBTOPIC: Counting number orally 1_1000
[Link]: Iconing showers mathematics book 3
INSTRUCTIONAL MATERIALS: Textbook & pen
PREVIOUS KNOWLEDGE:Ask pupil questions on previous topic
BEHAVIOURAL OBJECTIVES: By the end of the lesson,pupils should be able to
I. Count number from 1_1000
Ii. Spell, read and write numbers in figure and words
CONTENT OF LESSON
Counting Whole Numbers
Counting numbers orally 1_1000
Spell read and write numbers in figure and words
Numbers in figures Numbers in words
10 Ten
100 Hundred
1 000 Thousand
10 000 Ten thousand
100 000 Hundred thousand
1 000 000 Million

PRESENTATION
STEP 1: teacher revises previous topic with pupils
STEP 2: teacher ask questions from the pupils on the previous topic
STEP 3: pupils answer questions
STEP 4: teacher introduce and explain the new topic with examples
STEP 5: pupils answer questions on the new topic with their own examples
EVALUATION
Step 1 Teacher entertain and asks questions from pupils on the new topic
Step 2 Pupils answer questions on the new topic with oral examples
CONCLUSION : Teacher revises the new topic and gives assignment

WEEK: 1
DATE 16/9/2024
SUBJECT:Basic science
CLASS: pry 5
TOPIC: meaning and methods of waste disposal
[Link]: Melrose basic science and technology bk 5
INSTRUCTIONAL MATERIALS: Textbook,papers, nylon,dirty water etc.
PREVIOUS KNOWLEDGE: Ask pupil questions on previous topic
BEHAVIOURAL OBJECTIVES: At the end of the lesson,pupils should be able to
I. identify,define waste
Ii. State the types and method of waste disposal.
CONTENT OF LESSON
Waste are rubbish or useless items that we throw away e.g. Papers,nylons,spoilt food etc.
Types of waste
1. Refuse: dry and rubbish around uur environment e.g paper
[Link]: liquid and solid objects e.g black oil, urine etc.
Refuse Sewage
Inceration (Burning) Pit laterine
Open air Burning Water closet
Refuse dumping site Bucket laterine
Deep pit covering Trench laterine
Gutter drainage

Presentation
STEP 1: teacher revises previous topic with pupils
STEP 2: teacher ask questions from the pupils on the previous topic
STEP 3: pupils answer questions
STEP 4: teacher introduce and explain the new topic with examples
STEP 5: pupils answer questions on the new topic with their own examples

EVALUATION
Step 1 Teacher entertain and asks questions from pupils on the new topic
Step 2 Pupils answer questions on the new topic with oral examples
CONCLUSION : Teacher revises the new topic and gives assignment

WEEK 1
DATE :- 16/9/2024
SUBJECT: Civic Education
CLASS: Basic Five
TOPIC: Governance
SUBTOPIC: Types, Levels and Features of governance
[Link]: Razat Publishers R.N.V Book 5
INSTRUCTIONAL MATERIALS: pictures and charts
PREVIOUS KNOWLEDGE: pupils are asked questions on previous topic
BEHAVIOURAL OBJECTIVES
At the end of this lesson, students should be able to
(1) Define good governance.
(2) Explain the levels of government and their features.
CONTENT OF LESSON
A. Good governance is the system when a country is well ruled but its government or political
authority.
B. Government is the body with the power to make and enforce laws to control a country,land,
people, area or organization.
C. Levels of government.
1. Federal Government: The central and highest authority.
2. State Government: second authority providing basic amenities.
3. Local Government: The lowest level stands as voice of the people.
D. Features of Good Governance.
1. Provision of basic amenities.
2. Protection of the citizens.
3. Provision of employment.
4. Protection of lives and properties.
5. Maintenance of laws and order.
PRESENTATION
STEP 1:Teacher revises the previous lesson with student
STEP 2: Teacher ask questions from pupils on the previous topic.
STEP 3:Teacher introduces and explain the new topic with examples
EVALUATION
STEP 1: Teacher ask and entertain questions on the new topic.
STEP 2: Pupils answer questions on the new topic with examples around.
CONCLUSION: Teacher revises the new topic and give assignment.

WEEK 1
DATE :- 16/9/2024
SUBJECT: Social Studies
CLASS: Basic Five
TOPIC: Health Issues
SUBTOPIC: Drug Abuse and its side effects
[Link]: New Trends Social Studies Book 5
INSTRUCTIONAL MATERIALS: Textbook
PREVIOUS KNOWLEDGE: pupils are asked questions on previous topic
BEHAVIOURAL OBJECTIVES: At the end of this lesson, students should be able to
(1) Define 'drug'and'Drug Abuse'.
(2) Give examples of drugs and effects of drug abuse.

CONTENT OF LESSON
A. Drug is any substance other than food taken to the body to change the body functions e.g
paracetamol, vitamin c, phensic, novalgin etc.
B. Drug Abuse is the wrong use of drugs without the advice of a qualified doctor or pharmacist
e.g alcohol, tobacco, tramadol, cocaine etc.
Side effects of drug abuse
1. Agressiveness- feeling of hostility and attacks.
2. Convulsion- A sudden uncontrollable attack.
3. Headache- A wondering of the mind.
4. Disobedience- Unwilling to submit to authority or rule

PRESENTATION
STEP 1:Teacher revises the previous lesson with student
STEP 2: Teach ak questions from pupils on the previous topic.
STEP 3:Teacher introduces and explain the new topic with examples
EVALUATION
STEP 1: Teacher ask and entertain questions on the new topic.
STEP 2: Pupils answer questions on the new topic with examples around.
CONCLUSION: Teacher revises the new topic and give assignment.

WEEK 1
DATE :- 16/9/2024
SUBJECT: Computer Science
CLASS: Basic Five
TOPIC: Computer and ICT Gadgets
SUBTOPIC: Meaning and care of computer
[Link]: Macmillan computer-science Book 5
INSTRUCTIONAL MATERIALS: Phone,fan, touch, traffic light etc
PREVIOUS KNOWLEDGE: pupils are asked questions on previous topic
BEHAVIOURAL OBJECTIVES: At the end of this lesson, students should be able to
(1) Define computer and ICT Gadgets.
(2) State examples of ICT Gadgets used around us.

CONTENT OF LESSON
A. Computer is an electronic machine which accept data and bring out meaningful information.
B. Examples of Data
Alphabets- A,B,C, (for sentences)
Symbols- (, ),-,?,* (for punctuation marks)
Numbers- 1,2,3,4, etc (for calculations)
C. ICT means Information and Communication Technology i.e They are gadgets use in and out
of the house.e.g
- Traffic light, phone (on the road)
- Aeroplane,cars,ships (for transport)
- Fan,bulb, fridge, electric cooker etc (in the home)
- Television, cable, computer (for information)

PRESENTATION
STEP 1:Teacher revises the previous lesson with student
STEP 2: Teach ak questions from pupils on the previous topic.
STEP 3:Teacher introduces and explain the new topic with examples
EVALUATION
STEP 1: Teacher ask and entertain questions on the new topic.
STEP 2: Pupils answer questions on the new topic with examples around.
CONCLUSION: Teacher revises the new topic and give assignment.
WEEK 1
DATE :- 16/9/2024
SUBJECT: Home Economics
CLASS: Basic Five
TOPIC: Food Nutrients
SUBTOPIC: Cleaning Agents
[Link]: New Trends Home Economics Book 5
INSTRUCTIONAL MATERIALS: Textbook,sand paper,leaf, wood, ashes etc
PREVIOUS KNOWLEDGE: pupils are asked questions on previous topic
BEHAVIOURAL OBJECTIVES: At the end of this lesson, students should be able to
(1) Define food nutrients and list classes of food nutrients.
(2) Explain cleaning agents and state it's examples.

CONTENT OF LESSON
A. Food Nutrients are the classes of food needed for the body growth and diets e.g
1. Carbohydrates- yam, cassava, potatoes etc
2. Protein- beans, melon,meat, fish, etc
3. Vegetables.
4. Vitamins- mango, pawpaw etc
[Link] agents are materials that are used dirt, grease,dust and charcoal from various surfaces
in the home e.g fine sand, finely grounded charcoal,sand paper leaves, wood ashes, pawpaw
leaves, palm oil,lime juice etc.

PRESENTATION
STEP 1:Teacher revises the previous lesson with student
STEP 2: Teacher ask questions from pupils on the previous topic.
STEP 3:Teacher introduces and explain the new topic with examples
EVALUATION
STEP 1: Teacher ask and entertain questions on the new topic.
STEP 2: Pupils answer questions on the new topic with examples around.

WEEK 1
DATE :- 16/9/2024
SUBJECT: Agricultural Science
CLASS: Basic Five
TOPIC: How to grow crops
SUBTOPIC: Meaning of farm tools
[Link]: New Trends Agricultural Science Book 5
INSTRUCTIONAL MATERIALS: Textbook, vegetable seeds,hoe, cutlass etc
PREVIOUS KNOWLEDGE: pupils are asked questions on previous topic
BEHAVIOURAL OBJECTIVES: At the end of this lesson, students should be able to
(1) Enumerate the procedure on how to grow crops.
(2) Explain the meaning of farm tools.

CONTENT OF LESSON
A. The procedure for raising crops or how to grow crops includes:
I. Selection of farm site. II. Land clearing. III. Stumping. IV. Harrowing. V. Ridges, heaps and
making moulds. VI. Planting. VII. Weeding. VIII. Watering. IX. Fertilizer application. X.
Harvesting. XI. Processing and presentation. XII. Storage. XIII. Transporting. XIV.
Marketing.
B. Farm tools are the tools we use for growing crops or during crop growing procedures.
PRESENTATION
STEP 1:Teacher revises the previous lesson with student
STEP 2: Teacher ask questions from pupils on the previous topic.
STEP 3:Teacher introduces and explain the new topic with examples
EVALUATION
STEP 1: Teacher ask and entertain questions on the new topic.
STEP 2: Pupils answer questions on the new topic with examples around.

WEEK 1
DATE :- 16/9/2024
SUBJECT: Physical Education
CLASS: Basic Five
TOPIC: Track and Field Event
SUBTOPIC: High Jump
[Link]: Melrose Physical Education Book 5
INSTRUCTIONAL MATERIALS: Textbook, bar stick,baton etc
PREVIOUS KNOWLEDGE: pupils are asked questions on previous topic
BEHAVIOURAL OBJECTIVES: At the end of this lesson, students should be able to
(1) Define Track and Field Events.
(2) Differentiate between High jump and relay races skills.

CONTENT OF LESSON
Track and Field Events are exercise done on the field e.g
Spirit races/short distance races e.g 50m,100m etc.
Middle distance races e.g 800m, 1500m etc.
High jump
Long jump etc

High jump skill Relay races skill


1. Run- up Starting
2. Take -off Take-off
3. Flight Flight or running
4. Landing Arm movement
5. Recovery Baton exchange
Finishing

PRESENTATION
STEP 1:Teacher revises the previous lesson with student
STEP 2: Teacher ask questions from pupils on the previous topic.
STEP 3:Teacher introduces and explain the new topic with examples
EVALUATION
STEP 1: Teacher ask and entertain questions on the new topic.
STEP 2: Pupils answer questions on the new topic with examples around.

WEEK 1
DATE :- 16/9/2024
SUBJECT: C. R. K
CLASS: Basic three
TOPIC: The promise of the saviour
SUBTOPIC: God's promise in the new testament
[Link]: Love of God celebrity
INSTRUCTIONAL MATERIALS: Textbook, bible, charts etc
PREVIOUS KNOWLEDGE: pupils are asked questions on previous topic
BEHAVIOURAL OBJECTIVES: Bt the end of this lesson, students should be able to
(1) Use the Bible and open the verse given
(2) Explain the meaning of Emmanuel

PRESENTATION
STEP 1:Teacher revises the previous lesson with student
STEP 2: Teacher ask questions from pupils on the previous topic.
STEP 3:Teacher introduces and explain the new topic with examples
EVALUATION
STEP 1: Teacher ask and entertain questions on the new topic.
STEP 2: Pupils answer questions on the new topic with examples around.

WEEK 1
DATE :- 16/9/2024
SUBJECT: C. C. A
CLASS: Basic Five
TOPIC: Printing and Modelling of Objects
SUBTOPIC: Equipments used for printing
[Link]: O. H. M. S C.C.A Book 5
INSTRUCTIONAL MATERIALS: Textbook, cardboard, pencil,paper, moulds etc
PREVIOUS KNOWLEDGE: pupils are asked questions on previous topic
BEHAVIOURAL OBJECTIVES: At the end of this lesson, students should be able to
(1) Explain what print making means.
(2) Identify materials used for printing

CONTENT OF LESSON
Print making is the art of making a design with the purpose of transferring designs on another
surface.

Materials used for printing


1. Paper. 8. Pencil
2. Colour (water colour). 9. Soap
3. Leaves. 10. Yam
4. Thumb. 11. Ink
5. Charts. 12. Eraser
6. Photograph. 13. Sharpener etc
7. Cardboard

PRESENTATION
STEP 1:Teacher revises the previous lesson with student
STEP 2: Teacher ask questions from pupils on the previous topic.
STEP 3:Teacher introduces and explain the new topic with examples
EVALUATION
STEP 1: Teacher ask and entertain questions on the new topic.
STEP 2: Pupils answer questions on the new topic with examples around.

WEEK 1
DATE :- 16/9/2024
SUBJECT: Ede Yoruba
CLASS: Basic Five
TOPIC: Onka Yoruba ati Owe keekeekee
SUBTOPIC: Onka Yoruba ati Owe
[Link]: Akotun Yoruba Iwe Karun- un
INSTRUCTIONAL MATERIALS: Textbook, Iwe owe,Owo naira abbl
PREVIOUS KNOWLEDGE: Oluko bere ibeere low akekoo nipa eko ti o koja
BEHAVIOURAL OBJECTIVES: Nipari eko, akekoo gbodo le
(1) Salaye kinni owe pelu awon apeere lorisirisi
(2) Lo Onka Yoruba fun ishiro Owo naira

CONTENT OF LESSON
#1 (Naira kan) + #6 (Naira mefa) + #8 (Naira mejo) = #15 (Naira meedogun)
#19 + #2 = 21 (Naira mokan le logun)
#20 - #1 = #19 (Naira mokan din lol gun)
Owe no esin Oro, Oro ni esin owe, bi Oro ba Sonu, owe ni a fin n wa. Fun apeere
1. Oju lol nkan iboji, orun SI n no nibe.
2. Anfani Pataki ti a ba ti Sonu kii dun ri pads.
3. A beere no lowo adete, o dete.
4. Ka maa ni suuru pe, ire wa ko no do wa da.
5. Agba kin wa Loja, Kori Omo tuntun wo.
ILANA IKEEKO
1. Oluko salaye lori akori to o koja pelu apeere.
2. Oluko beere, o SI dahun ibeere lowo awon akekoo.
3. Akekoo dahun ibeere pelu awon apeere ni ayika.
4. Oluko salaye akori titun pelu apeere.
AYEWO EKO
1. Oluko dahun,osi bere ibeere lowo awon akekoo.
2. Akekoo dahun ibeere lori akori titun pelu apeere.
IKADI
Oluko salaye leekan si lori akori titun pelu apeere ati ise amurele.

Common questions

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Understanding the types of waste and their disposal methods is crucial for effective environmental management as it ensures appropriate handling of materials that could otherwise harm ecosystems. Refuse, being solid and dry, requires methods such as incineration or designated dumping sites, preventing environmental contamination. Sewage, as a mix of liquid and solid waste, necessitates systems like water closets or drainage to safely remove waste from living environments without polluting water resources. This knowledge enables the development and implementation of strategies to reduce pollution and sustainably manage waste .

Teaching primary students about the risks and impacts of drug abuse involves using relatable examples and emphasizing the consequences this behavior can have on their well-being. Educators define drugs and drug abuse, highlighting substances often misused, like alcohol and tobacco. By explaining side effects such as aggressiveness and headaches, students learn in relatable terms the potential personal and social repercussions. Such strategies encourage critical thinking and awareness, enabling students to make informed decisions and recognize the importance of adhering to safe medication practices .

Different levels of government contribute to good governance through specific roles and responsibilities. The federal government, as the highest authority, is responsible for national-level governance, which includes making laws and policies affecting the entire country. The state government acts as an intermediary, implementing policies and providing amenities at a regional level. Local governments, being closest to the citizens, address community-specific needs, acting as a liaison for local voices. Collectively, these levels ensure the provision of basic amenities, protection of lives and property, and maintenance of law and order, which are essential features of good governance .

Promoting understanding and retention when teaching young learners to count numbers orally from 1 to 1000 involves a structured, repetitive approach combined with engaging activities. Breaking down the number range into smaller segments allows gradual familiarization. Using visual aids, such as counting charts or manipulatives, connects numbers to tangible items, reinforcing memory through visualization. Incorporating interactive activities, like number games, fosters engagement and consolidates learning. Regular practice, complemented by positive reinforcement, further encourages confidence and fluency in counting .

Understanding the differences between high jump and relay race skills enhances athletic training by allowing coaches to tailor programs according to each event's specific skill sets. High jump training focuses on developing the run-up, takeoff, and flight techniques essential for achieving height, while relay races emphasize speed, baton exchange, and teamwork. Recognizing these differences enables targeted conditioning, drills, and practices that cater to the unique demands of each event, optimizing young athletes' performance and reducing the risk of injury by focusing on appropriate technique and muscle development .

Defining and creating strategies for the proper use of cleaning agents is vital for maintaining indoor hygiene as it ensures the efficient removal of dirt, grease, and germs from home surfaces, contributing to a healthier living environment. Cleaning agents like sand or lime juice act on specific types of dirt, requiring an understanding of surfaces and contaminants to apply them effectively. Strategic use also prevents overuse or misuse of chemicals that could harm surfaces or health, promoting sustainability and safety in household cleaning practices .

Instructional materials play a crucial role in enhancing understanding and engagement through the provision of tangible or visual representations of concepts. In subjects like Computer Science, devices like phones or computers exemplify ICT concepts, reinforcing theoretical knowledge practicably. Effective utilization involves integrating these tools into lessons as demonstration aids, using them to illustrate application, and facilitating hands-on participation where feasible. Such practices cater to diverse learning styles, deepen comprehension, and enrich the educational experience by bridging theory and practice .

Capital letters serve the purpose of signaling the beginning of sentences, emphasizing important words, and distinguishing between proper nouns and common nouns. They are used at the beginning of sentences, such as in 'Do you like me?' They also capitalize the first letter of names of people and places, which helps to differentiate between common nouns and proper nouns—examples include 'Dr James' and 'Lagos.' Furthermore, they are used for the pronoun 'I' wherever it occurs, ensuring clarity in subjects within sentences, such as 'Do I know you?'

Educational objectives provide a clear focus and direction for both instruction and assessment, facilitating structured progression in learning. By specifying intended outcomes, such as understanding farm tools or waste disposal methods, teachers can align instructional strategies with these goals. Objectives offer criteria against which student progress can be measured, ensuring instructional activities are purposeful and goal-oriented. This guidance improves learning outcomes by sharpening lesson delivery, fostering meaningful engagement, and ensuring students acquire and apply the necessary knowledge and skills .

The instructional steps in teaching regular plurals foster effective learning by ensuring reinforcement and active engagement. Initially, the teacher revises prior topics to connect new information to existing knowledge, thereby reinforcing learning. Following this, questioning ensures active retrieval and engagement as pupils respond to queries, reinforcing understanding. New topics are then introduced with clear examples to facilitate comprehension. Finally, pupils practice by answering questions, consolidating learning and providing the teacher with feedback to assess understanding and adjust instruction as necessary .

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