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Basic Science Curriculum for Primary 2

The document outlines a lesson plan for Primary 2 students in Basic Science and Technology, focusing on understanding basic technology over ten weeks. Each week includes specific topics, performance objectives, instructional materials, teaching methods, and activities aimed at engaging students in drawing, moulding, and understanding energy concepts. The progression of lessons covers practical applications of technology and energy, culminating in discussions about the uses and sources of energy.

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ridwanullahboluwatife
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160 views27 pages

Basic Science Curriculum for Primary 2

The document outlines a lesson plan for Primary 2 students in Basic Science and Technology, focusing on understanding basic technology over ten weeks. Each week includes specific topics, performance objectives, instructional materials, teaching methods, and activities aimed at engaging students in drawing, moulding, and understanding energy concepts. The progression of lessons covers practical applications of technology and energy, culminating in discussions about the uses and sources of energy.

Uploaded by

ridwanullahboluwatife
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

BASIC SCIENCE

BASIC SCIENCE AND TECHNOLOGY


SECOND TERM
WEEK 1
PRIMARY 2
THEME – UNDERSTANDING BASIC TECHNOLOGY
PREVIOUS LESSON – FIRST TERM EXAMINATION
TOPIC – DRAW OBJECTS OF CHOICE

PERFORMANCE OBJECTIVES
By the end of the lesson, the pupils should have attained the following
objectives (cognitive, affective and psychomotor) and should be able to
draw objects of their interest.

ENTRY BEHAVIOUR

INSTRUCTIONAL MATERIALS
The teacher will teach the lesson with the aid of chart or picture.

METHOD OF TEACHING – Choose a suitable and appropriate


methods for the lessons.
Note – Irrespective of choosing methods of teaching, always introduce an
activities that will arouse pupil’s interest or lead them to the lessons.

REFERENCE MATERIALS
1. Scheme of Work
2. 9 – Years Basic Education Curriculum
3. Course Book
4. All Relevant Material
5. Online Information
CONTENT OF THE LESSON
ACTIVITIES – DRAW OBJECTS OF THEIR INTEREST

PRESENTATION
 To deliver the lesson, the teacher adopts the following steps:
1. To introduce the lesson, the teacher revises the previous lesson. Based
on this, he/she asks the pupils some questions;
2. Guides pupils to draw objects of their interest.
3. Pupil’s Activities – Draw objects of their interest.

CONCLUSION
 To conclude the lesson for the week, the teacher revises the entire
lesson and links it to the following week’s lesson.
 Next Lesson – Mould Objects of Interest with Clay

LESSON EVALUATION
Pupils to draw objects of their interest.

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HomeCurriculumBasic Science and TechnologyBasic TechnologyMould
Objects of Interest with Clay (Primary 2)
NOVEMBER 27, 2019

Mould Objects of Interest with Clay (Primary 2)

BASIC TECHNOLOGY
BASIC SCIENCE AND TECHNOLOGY
SECOND TERM
WEEK 2
PRIMARY 2
THEME – UNDERSTANDING BASIC TECHNOLOGY
PREVIOUS LESSON – DRAW OBJECTS OF CHOICE
TOPIC – MOULD OBJECTS OF INTEREST WITH CLAY

PERFORMANCE OBJECTIVES
By the end of the lesson, the pupils should have attained the following
objectives (cognitive, affective and psychomotor) and should be able to
mould object of their interest with clay.

ENTRY BEHAVIOUR
Clay pot/cup

INSTRUCTIONAL MATERIALS
The teacher will teach the lesson with the aid of:

1. Clay
2. Water

METHOD OF TEACHING – Choose a suitable and appropriate


methods for the lessons.
Note – Irrespective of choosing methods of teaching, always introduce an
activities that will arouse pupil’s interest or lead them to the lessons.

REFERENCE MATERIALS
1. Scheme of Work
2. 9 – Years Basic Education Curriculum
3. Course Book
4. All Relevant Material
5. Online Information

CONTENT OF THE LESSON

ACTIVITIES – MOULDING OBJECT DRAW


PRESENTATION
 To deliver the lesson, the teacher adopts the following steps:

1. To introduce the lesson, the teacher revises the previous lesson. Based
on this, he/she asks the pupils some questions;
2. Guides pupils to mould the object draw.
3. Explains stages of moulding.
4. Pupil’s Activities – Make objects using clay.

CONCLUSION
 To conclude the lesson for the week, the teacher revises the entire
lesson and links it to the following week’s lesson.
 Next Lesson – Dry the Objects Moulded

LESSON EVALUATION
Pupils to mould objects of their interest.

WEEK 3
PRIMARY 2
THEME – UNDERSTANDING BASIC TECHNOLOGY
PREVIOUS LESSON – MOULD OBJECTS OF INTEREST
TOPIC – DRY THE OBJECTS MOULDED

PERFORMANCE OBJECTIVES
By the end of the lesson, the pupils should have attained the following
objectives (cognitive, affective and psychomotor) and should be able to dry
the object moulded under the sun.

ENTRY BEHAVIOUR
Moulding

INSTRUCTIONAL MATERIALS
The teacher will teach the lesson with the aid of:

1. Open field
2. Playground.
METHOD OF TEACHING – Choose a suitable and appropriate
methods for the lessons.
Note – Irrespective of choosing methods of teaching, always introduce an
activities that will arouse pupil’s interest or lead them to the lessons.

REFERENCE MATERIALS
1. Scheme of Work
2. 9 – Years Basic Education Curriculum
3. Course Book
4. All Relevant Material
5. Online Information

CONTENT OF THE LESSON


ACTIVITIES – DRYING THE OBJECT MOULDED UNDER THE SUN
PRESENTATION
 To deliver the lesson, the teacher adopts the following steps:
1. To introduce the lesson, the teacher revises the previous lesson. Based
on this, he/she asks the pupils some questions;
2. Guides pupils to arrange the objects under the sun.
3. Pupil’s Activities – Arrange objects in the sun.
4. Supervises them.
5. Pupil’s Activities – Watch the objects under the sun.

CONCLUSION
 To conclude the lesson for the week, the teacher revises the entire
lesson and links it to the following week’s lesson.
 Next Lesson – Heat Objects Moulded with Fire
LESSON EVALUATION
Pupils to dry moulded objects under the sun.

WEEK 4
PRIMARY 2
THEME – UNDERSTANDING BASIC TECHNOLOGY
PREVIOUS LESSON – DRY THE OBJECTS MOULDED UNDER THE
SUN
TOPIC – HEAT MOULDED OBJECTS WITH FIRE

PERFORMANCE OBJECTIVES
By the end of the lesson, the pupils should have attained the following
objectives (cognitive, affective and psychomotor) and should be able to
heat the Moulded object with fire.

ENTRY BEHAVIOUR

INSTRUCTIONAL MATERIALS
The teacher will teach the lesson with the aid of stove and match.

METHOD OF TEACHING – Choose a suitable and appropriate


methods for the lessons.
Note – Irrespective of choosing methods of teaching, always introduce an
activities that will arouse pupil’s interest or lead them to the lessons.

REFERENCE MATERIALS
1. Scheme of Work
2. 9 – Years Basic Education Curriculum
3. Course Book
4. All Relevant Material
5. Online Information

CONTENT OF THE LESSON

ACTIVITIES – HEATING MOULDED OBJECTS WITH FIRE

Make sure all the pupils are under adequate supervision.

PRESENTATION
 To deliver the lesson, the teacher adopts the following steps:
1. To introduce the lesson, the teacher revises the previous lesson. Based
on this, he/she asks the pupils some questions;
2. Guides pupils to heat the object with fire.
3. Pupil’s Activities – Heat Moulded object with fire.
4. Supervises their work.

CONCLUSION
 To conclude the lesson for the week, the teacher revises the entire
lesson and links it to the following week’s lesson.
 Next Lesson – Exhibit Moulded Objects

LESSON EVALUATION
Pupils to heat Moulded object with fire.

WORK BOOK
Attempt all the questions
WEEK 5
PRIMARY 2
THEME – UNDERSTANDING BASIC TECHNOLOGY
PREVIOUS LESSON – HEAT OBJECTS MOULDED WITH FIRE
TOPIC – EXHIBIT OBJECTS MOULDED

PERFORMANCE OBJECTIVES
By the end of the lesson, the pupils should have attained the following
objectives (cognitive, affective and psychomotor) and should be able to
show the object moulded.

ENTRY BEHAVIOUR

INSTRUCTIONAL MATERIALS
The teacher will teach the lesson with the aid of open space for exhibition.

CONTENT OF THE LESSON


ACTIVITIES – EXHIBITION OF OBJECTS MOULDED
PRESENTATION
 To deliver the lesson, the teacher adopts the following steps:
1. To introduce the lesson, the teacher revises the previous lesson. Based
on this, he/she asks the pupils some questions;
2. Guides pupils to arrange all Moulded object in front of the class.
3. Pupil’s Activities – Arrange moulded object for exhibition.

CONCLUSION
 To conclude the lesson for the week, the teacher revises the entire
lesson and links it to the following week’s lesson.
 Next Lesson – Meaning of Energy
LESSON EVALUATION
Pupils to show the object moulded.

WEEK 6
PRIMARY 2

TOPIC – ENERGY

PERFORMANCE OBJECTIVES
By the end of the lesson, the pupils should have attained the following
objectives (cognitive, affective and psychomotor) and should be able to
define energy.

ENTRY BEHAVIOUR

INSTRUCTIONAL MATERIALS
The teacher will teach the lesson with the aid of:
1. Charts
2. Pictures
3. Textbooks

CONTENT OF THE LESSON


ACTIVITIES 1 – CARRYING THREE TO FOUR OBJECTS OF
DIFFERENT SIZES – BUCKETS OF WATER
Note the bucket of water they are unable to carry.

ACTIVITIES 2 – MEANING OF ENERGY


Ask the pupils some questions,
1. Why are you unable to carry this bucket of water? Expect response, we
don’t have power. Tell the pupils, the power needed to carry this bucket
of water is called energy.
2. Touch light needs __________ to light up. Expected response –
batteries. The batteries are called energy.
3. Car needs __________ and __________ to work – engine and
petroleum/fuel. The engine and petroleum/fuel are called energy.
4. Television, radio, fridge, etc. need __________ to work –
electricity. The electricity is called energy.
5. To dry a fish, we need __________ – fire or sun. Fire and sun are
called energy.
Teacher’s remark – We need energy to work. Touch light, cars, television,
radio, generators, etc. need energy to work.

Now, ask them – what is energy? Let the pupils define energy and
summarize as the ability to do work.

PRESENTATION
 To deliver the lesson, the teacher adopts the following steps:
1. To introduce the lesson, the teacher revises the previous lesson. Based
on this, he/she asks the pupils some questions;
2. Guides the pupils through different activities that lead to what energy is
about.
3. Pupil’s Activities – Listen, ask questions and define energy.

CONCLUSION
 To conclude the lesson for the week, the teacher revises the entire
lesson and links it to the following week’s lesson.
 Next Lesson – Forms of Energy

LESSON EVALUATION
Pupils to define energy.

WEEK 7 – FORMS OF ENERGY


WEEK 8 – REPEAT THE ACTIVITIES IN WEEK 7
PRIMARY 2
THEME – UNDERSTANDING BASIC TECHNOLOGY
PREVIOUS LESSON – MEANING OF ENERGY
TOPIC – FORMS OF ENERGY
PERFORMANCE OBJECTIVES
By the end of the lesson, the pupils should have attained the following
objectives (cognitive, affective and psychomotor) and should be able to
identify different forms of energy.

ENTRY BEHAVIOUR
Energy from the sun, electricity, petroleum, fire, etc.

INSTRUCTIONAL MATERIALS
The teacher will teach the lesson with the aid of:

1. Chart
2. Pictures

CONTENT OF THE LESSON


ACTIVITIES 1 – WHAT IS ENERGY?
Energy is the ability to get work done.

ACTIVITIES 2 – IDENTIFY FORMS OF ENERGY


1. Cars need _________ and _________ to work (Engine and
petroleum). The engine is known as mechanical energy while
petroleum is known as chemical energy. Other chemical energy include
kerosene, diesel, etc.
2. To dry a fish, we _________ (sun or fire). Sun and fire produced heat
called heat energy.
3. Speaker produce _________ (Sound). The sound called sound
energy.
4. Television, radio, etc. need _________ (Electricity). The electricity is
called electrical energy.
5. Touch light produce _________ (Light). The light is called light energy.
PRESENTATION
 To deliver the lesson, the teacher adopts the following steps:
1. To introduce the lesson, the teacher revises the previous lesson. Based
on this, he/she asks the pupils some questions;
2. Guides pupils to identify forms of energy.
3. Pupil’s Activities – Participation in class discussion.

CONCLUSION
 To conclude the lesson for the week, the teacher revises the entire
lesson and links it to the following week’s lesson.
 Next Lesson – Source of Energy

LESSON EVALUATION
Pupils to mention the different forms of energy.

WEEK 9
PRIMARY 2
THEME – UNDERSTANDING BASIC TECHNOLOGY
PREVIOUS LESSON – FORMS OF ENERGY
TOPIC – SOURCE OF ENERGY

PERFORMANCE OBJECTIVES
By the end of the lesson, the pupils should have attained the following
objectives (cognitive, affective and psychomotor) and should be able to
mention at least two sources of energy.
ENTRY BEHAVIOUR

INSTRUCTIONAL MATERIALS
The teacher will teach the lesson with the aid of:
1. Chart
2. Pictures
3. View nature, e.g. sun.

CONTENT OF THE LESSON


ACTIVITIES 1 – STATE 5 FORMS OF ENERGY
1. Light energy
2. Chemical
3. Electrical energy
4. Solar energy
5. Heat energy

ACTIVITIES 2 – IDENTIFY AND MENTION SOURCE OF LIGHT,


CHEMICAL, ELECTRICAL, SOLAR AND HEAT ENERGY
Guide the pupils to identify source of all forms of energy.
LIGHT ENERGY
1. Fire
2. Sun
3. Starsm
4. Mood
5. Battery – touch light
6. Petroleum – generator
7. Electricity
8. Solar
9. Flies
10. Plants and Animals

CHEMICAL ENERGY
1. Wood
2. Coal
3. Gasoline – petroleum, diesel, etc.
4. Organic materials

ELECTRICAL ENERGY
1. Coal
2. Natural gas
3. Hydroelectric
4. Solar
5. Wind
6. Battery

SOLAR ENERGY – Sun

PRESENTATION
 To deliver the lesson, the teacher adopts the following steps:
1. To introduce the lesson, the teacher revises the previous lesson. Based
on this, he/she asks the pupils some questions;
2. Guides the pupils to identify sources of each energy.
3. Pupil’s Activities – Identify the source of each energy.

CONCLUSION
 To conclude the lesson for the week, the teacher revises the entire
lesson and links it to the following week’s lesson.
 Next Lesson – Uses of Energy
LESSON EVALUATION
Pupils to list two sounds of energy.
WEEK 10
PRIMARY 2
THEME – UNDERSTANDING BASIC TECHNOLOGY
PREVIOUS LESSON – FORMS OF ENERGY
TOPIC – USES OF ENERGY

PERFORMANCE OBJECTIVES
By the end of the lesson, the pupils should have attained the following
objectives (cognitive, affective and psychomotor) and should be able to
mention some of the uses of energy.

ENTRY BEHAVIOUR

INSTRUCTIONAL MATERIALS
The teacher will teach the lesson with the aid of:
1. Chart
2. Pictures
3. View nature, e.g. sun.

METHOD OF TEACHING – Choose a suitable and appropriate


methods for the lessons.
Note – Irrespective of choosing methods of teaching, always introduce an
activities that will arouse pupil’s interest or lead them to the lessons.

REFERENCE MATERIALS
1. Scheme of Work
2. 9 – Years Basic Education Curriculum
3. Course Book
4. All Relevant Material
5. Online Information
CONTENT OF THE LESSON
ACTIVITIES 1 – STATE 5 FORMS OF ENERGY
1. Light energy
2. Chemical energy
3. Electrical energy
4. Mechanical energy
5. Solar energy
6. Heat energy

ACTIVITIES 2 – IDENTIFY THE USES OF ENERGY


1. We use energy for lights and appliances. For example – electrical
energy, solar energy, etc.
2. We use energy to heat and cool our homes, schools, and businesses.
3. Energy makes our vehicles go, planes fly, boats sail, and machines run.
For example, mechanical energy and chemical energy
4. All living things need energy too. For example, organic and heat energy
5. Plants use the light from the sun to grow. For heat and light energy.

PRESENTATION
 To deliver the lesson, the teacher adopts the following steps:
1. To introduce the lesson, the teacher revises the previous lesson. Based
on this, he/she asks the pupils some questions;
2. Guides the pupils to identify the uses of energy.
3. Pupil’s Activities – State the uses of energy.

CONCLUSION
 To conclude the lesson for the week, the teacher revises the entire
lesson and links it to the following week’s lesson.
 Next Lesson – Revision (Week 11) and Second Term
Examination (Week 12)
LESSON EVALUATION
Pupils to mention three uses of energy.

BASIC 2
SECTION A

BASIC SCIENCE
Choose the correct answer from the options.
1. Harmful substances damage the tissue

[a] True

[b] false

[c] Maybe

2. Taking drugs when not prescribed by a doctor is called


______________________.

[a] drug good

[b] drug abuse

[c] drug making

3. Plants serve as food for man and ______________________.

[a] stone

[b] sun

[c] animals

4. All these animals feed on plants except ______________________.

[a] lion
[b] sheep

[c] cow

5. ______________________ is a plant use for decoration.

[a] Water leaf

[b] Mango leaf

[c] Flower

6. Which of these animals can be found in our school farm?

[a] Tiger

[b] Lion

[c] Earthworm

7. Photosynthesis is a process whereby green plants manufacture their


______________________.

[a] food

[b] water

[c] soil

8. Are plants living things?

[a] Yes

[b] No

[c] Maybe

9. Plant produces ______________________ for man and animals.

[a] sun
[b] oxygen

[c] oil

10. Snake is a dangerous animal.

[a] Yes

[b] No

[c] Maybe

11. ______________________ help in light absorption.

[a] Root

[b] Leaf

[c] Stem

12. All these are parts of plants expect ______________________.

[a] stem

[b] root

[c] nose

13. ______________________ helps to taste food.

[a] Skin

[b] Tongue

[c] Mouth

14. Alcohol is a harmful substance that get into the body through
______________________.

[a] nose
[b] mouth

[c] skin

15. Plants have ______________________ sizes and shapes.

[a] small

[b] different

[c] big

SECTION B
Attempt all questions in this section.
1. Human is a
_____________________________________________________

2. List five parts of the human body.

I. ____________________________________________

II. ____________________________________________

III. ____________________________________________

IV. ____________________________________________

V. ____________________________________________

3. State five parts of human parts

I. ____________________________________________

II. ____________________________________________

III. ____________________________________________

IV. ____________________________________________

V. ____________________________________________
4. Mention five animals in the Locality.

I. ____________________________________________

II. ____________________________________________

III. ____________________________________________

IV. ____________________________________________

5. List 4 common uses of plants.

I. ____________________________________________

II. ____________________________________________

III. ____________________________________________

IV. ____________________________________________

Common questions

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To facilitate both cognitive and psychomotor development in teaching primary students to mould objects with clay, the lesson should be structured starting with revisiting previous lessons to build continuity. The teacher should use tactile materials such as clay and water, and introduce activities that align with students' interests. The progression includes guiding students to mould objects, explaining stages of moulding, and allowing students to practise with supervision. Concluding with a review of the lesson links the activity to future lessons, promoting a holistic understanding and skill acquisition .

When teaching second-grade students about transitioning from moulding to drying objects under the sun, methodologies should focus on experiential learning. Teachers need to guide students step-by-step, beginning with revisiting moulding techniques and then introducing the natural drying process. Utilizing outdoor space for drying can provide a practical understanding of how environmental factors affect the materials. Instructional strategies should include explaining the science behind drying, making it interactive by having students predict and observe changes in the moulded objects. Encouraging curiosity and participation through questions and roleplay can improve cognitive links between the activities .

Instructional strategies to enhance students' understanding of energy in a primary classroom include starting with relatable activities such as carrying objects of different sizes to introduce the concept of power and energy. Teachers should facilitate interactive discussions that connect students' experiences with theoretical concepts, such as using batteries or solar energy in daily objects. Incorporating visual aids and experiments showing how energy is used in different forms, such as light, heat, and sound, can contextualize learning. Moreover, prompting students with questions and encouraging exploratory activities will deepen their understanding of energy .

Educators can ensure appropriate teaching methods by first evaluating the entry behaviour of the students to tailor teaching materials such as stoves and open spaces for exhibitions. Methods should combine practical activities, like supervising students as they heat moulded objects with fire, with opportunities for creativity in arranging exhibitions. Teachers need to incorporate safety precautions, especially during heating, and create a supportive environment where students can engage actively and receive feedback. Well-structured lessons should allow students to participate hands-on, observe outcomes, and reflect on the processes involved .

Integrating classroom activities that engage cognitive, affective, and psychomotor objectives is crucial in primary technology education as it holistically develops students' skills and understanding. Cognitive activities stimulate thinking processes and analysis, such as problem-solving tasks that require students to plan and execute projects. Affective activities, including group discussions and reflections, help in fostering emotional intelligence and collaborative skills. Psychomotor activities, such as drawing or moulding, enhance fine motor skills and physical coordination. This balanced approach ensures students are not only learning theoretically but are also able to apply concepts practically, address emotional growth, and interact physically with materials, thereby making learning comprehensive and effective .

Transitioning from teaching forms of energy to introducing sources of energy involves connecting previous knowledge with new information. Teachers should start by revising the forms of energy—such as light, chemical, electrical, solar, and heat energies—ensuring students recognize these forms through everyday examples. Following this, lessons can guide students in identifying sources of each energy type using practical examples like the sun, batteries, coal, and wind. By drawing linkages between what energy is and where it originates, aided by visual and interactive methods, students can better grasp the continuity and application of the concepts .

To evaluate students' understanding of the uses of energy, teachers should employ both formative and summative assessments. Starting with interactive activities where students list and explain various uses of energy, such as powering appliances or vehicles, helps assess immediate understanding. Incorporating discussion sessions where students describe the application of different energy forms in real-world scenarios can provide qualitative insights. Additionally, teachers could use quizzes or projects where students demonstrate their grasp of concept through illustrations or models portraying energy use in daily life. Continuous feedback and reflections during these evaluations can further aid in reinforcing concepts .

Teaching aids play a crucial role in enhancing learning in primary science lessons by providing visual and tactile stimuli that can make abstract concepts more tangible. When teaching about moulding objects with clay, using instructional materials like actual pieces of clay, water, and demonstration tools helps bridge the gap between theory and practice. These aids enable students to see and feel the properties of clay, thus facilitating improved psychomotor skills through direct manipulation. Additionally, charts and videos can illustrate the steps and outcomes of the moulding process, complementing hands-on activities and fostering a deeper understanding .

To effectively introduce a lesson on drawing objects to second-grade students, teachers should first revise the previous lesson to create a connection. It's crucial to choose suitable methods of teaching that include activities to pique students' interest and guide them in drawing objects of their choice. Using instructional materials such as charts or pictures can help visualize the concepts. Additionally, the teacher should ask students questions to stimulate engagement and guide them through the drawing process, ensuring a balance between demonstration and student activity .

The concept of energy can be effectively introduced to young students by incorporating everyday practical examples that they can relate to. Teachers can begin with activities such as lifting objects of various weights to illustrate the requirement of power, hence introducing the idea of energy as the ability to perform work. Simple experiments such as using flashlights to demonstrate light energy or batteries in toys to show electrical energy can make the concept tangible. Additionally, explaining the role of energy in familiar appliances, like televisions and fans, through hands-on demonstrations or games can engage students and solidify their understanding .

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