BASIC SCIENCE AND TECH PRIMARY 4 THIRD TERM LESSON PLAN

BASIC SCIENCE AND TECH PRIMARY 4 THIRD TERM LESSON PLAN

 

 

Week 1                                                          Lesson

Date:

Class: G. G 2

Time:                                                             Period(s):

Duration: 35 minutes

Subject: BASIC SCIENCE AND TECHNOLOGY

Topic: CHARACTERISTICS OF ANIMALS AS LIVING THINGS

Sub-topic:

Instructional material/teaching aids: A chart showing the seven characteristics of animals

Specific objective(s): At the end of the lesson the pupils should be able to

(a) List the characteristics of animals

(b) Explain reproduction, respiration and irritability

(c) Describe excretion, movement, nutrition and growth

Previous knowledge: The pupils have been the characteristics as higher animals

Introduction: The teacher introduces the lesson thus: In our environment we have both living and non living things. All living things have seven characteristics

Presentation: The teacher presents the lesson in the following steps thus:

Step i: The teacher lists the characteristics of animals:

  1. Reproduction
  2. Respiration

iii. Irritability

  1. Excretion
  2. Nutrition
  3. Growth

vii. Movement

Step ii: The teacher explains reproduction, respiration and irritability:

  1. Reproduction: this is when living things reproduce their kind
  2. Respiration: respiration is the process where living things take in air as oxygen and bring out carbon (iv)oxide.
  3. Irritability: this is the ability of living things to respond to changes in its environment.

Step iii: The teacher describes excretion, movement, nutrition and growth

  1. Excretion: this is the removal of waste products from the body of a living thing
  2. Movement: this is the change of position. Animals move from place to place in search of food.
  3. Nutrition: this describes how living things take in food and digests it for energy.
  4. Growth: this is increase in size and number.

Evaluation: The teacher evaluates the lesson by asking the following questions thus:

(a) List the characteristics of animals

(b) Explain reproduction, respiration and irritability

(c) Describe excretion, movement, nutrition and growth

Conclusion: The teacher concludes the lesson by summarizing the main points of the lesson thus: In our environment we have both living and non living things. All living things have seven characteristics

Assignment:

List the seven characteristics of living things. Explain any three

Reference(s): Goggle word search and STAN Basic Science and Technology for Primary Schools, Book 3

 

 

 

Week 2                                                          Lesson

Date:

Class: G. G 2

Time:                                                             Period(s):

Duration: 35 minutes

Subject: BASIC SCIENCE AND TECHNOLOGY

Topic: PACKAGED WATER

Sub-topic:

Instructional material/teaching aids: Samples of various packaged water

Specific objective(s): At the end of the lesson the pupils should be able to

(a) Define packaged water

(b) Mention some names of packaged water in Nigeria

(c) State the reasons for packaging water

Previous knowledge: The pupils have been drinking packaged water

Introduction: The teacher introduces the lesson by using the samples of packaged water to show them examples as the teacher supervises it

Presentation: The teacher presents the lesson in the following steps thus:

Step i: Packaged water is water that has been collected, treated and sealed for safe drinking.

Step ii:

Step iii: Reasons for packaging water

  • To prevent contamination
  • To make water easily available
  • It is convenient

Evaluation: The teacher evaluates the lesson by asking the following questions thus:

(a) Define packaged water

(b) Mention some names of packaged water in Nigeria

(c) State the reasons for packaging water

Conclusion: The teacher concludes the lesson by summarizing the main points of the lesson thus: Packaged water is water that has been collected, treated and sealed for safe drinking.

Assignment:

(a) Define packaged water

(b) State two reasons for packaging water

Reference(s): Goggle word search and STAN Basic Science and Technology for Primary Schools, Book 3

 

 

 

 

Week 3                                                          Lesson

Date:

Class: G. G 2

Time:                                                             Period(s):

Duration: 35 minutes

Subject: BASIC SCIENCE AND TECHNOLOGY

Topic: SWIMMING

Sub-topic:

Instructional material/teaching aids: A chart showing basic skills in swimming

Specific objective(s): At the end of the lesson the pupils should be able to

(a) Define swimming

(b) State the basic skills in swimming

(c) State the fastest skill in swimming

Previous knowledge: The pupils have an idea about swimming

Introduction: The teacher introduces the lesson by guiding the pupils on the definition of swimming

Presentation: The teacher presents the lesson in the following steps thus:

Step i:

Step ii:

  1. Breast stroke
  2. Front crawl
  3. Back crawl
  4. Butterfly or free- style.

Step iii:

The fastest skill is the breast stroke and the easiest is the back crawl because it allows breathing.

Evaluation: The teacher evaluates the lesson by asking the following questions thus:

(a) Define swimming

(b) State the basic skills in swimming

(c) State the fastest skill in swimming

Conclusion: The teacher concludes the lesson by summarizing the main points of the lesson

Assignment:

  1. Define swimming
  2. State one reason why you would like to swim
  3. State styles in swimming

Reference(s): Goggle word search and STAN Basic Science and Technology for Primary Schools, Book 3

 

 

 

Week 4                                                          Lesson

Date:

Class: G. G 2

Time:                                                             Period(s):

Duration: 35 minutes

Subject: BASIC SCIENCE AND TECHNOLOGY

Topic: SWIMMING

Sub-topic: Safety Rules

Instructional material/teaching aids: A chart showing

Specific objective(s): At the end of the lesson the pupils should be able to

(a) Define safety rules

(b) State the safety rules for swimming

(c) Give other safety rules for swimming

Previous knowledge: The pupils have been taught the meaning of swimming

Introduction: The teacher introduces the lesson by guiding the pupils on safety rules in swimming

Presentation: The teacher presents the lesson in the following steps thus:

Step i: Safety rules are the things the swimmer should do before, during and after swimming. Keeping safety rules would save the swimmer from drowning. To drown is to die in water.

Step ii: The teacher states safety rules for swimming: Safety rules for swimming

  1. Shower to get the body ready entering the swimming pool.
  2. Do some warm-ups to get the body ready for swimming
  3. Do not swim immediately after a meal
  4. Do not enter the pool until instructed to do so

Step iii: The teacher gives other safety rules in swimming thus:

  1. Do not enter the pool until instructed to do so.
  2. Make sure a life guard is present before entering the pool
  3. Until you have learnt to swim, always stay in the depth where the water is not more than your height.

Evaluation: The teacher evaluates the lesson by asking the following questions thus:

(a) Define safety rules

(b) State the safety rules for swimming

(c) Give other safety rules for swimming

Conclusion: The teacher concludes the lesson by summarizing the main points of the lesson thus: Safety rules are the things the swimmer should do before, during and after swimming. Keeping safety rules would save the swimmer from drowning. To drown is to die in water.

Assignment:

State four safety rules of swimming.

Reference(s): Goggle word search and STAN Basic Science and Technology for Primary Schools, Book 3

 

Week 5                                                          Lesson

Date:

Class: G. G 2

Time:                                                             Period(s):

Duration: 35 minutes

Subject: BASIC SCIENCE AND TECHNOLOGY

Topic: GAMES

Sub-topic: Basic skill in football

Instructional material/teaching aids: A chart showing a football pitch

Specific objective(s): At the end of the lesson the pupils should be able to

(a) Define football

(b) List the basic skills in football

(c) Explain the basic skills in football

Previous knowledge: The pupils have been playing football and also watching football

Introduction: The teacher introduces the lesson by guiding the pupils on the meaning of football

Presentation: The teacher presents the lesson in the following steps thus:

Step i: Football is a game in which players try to kick around leather object into each other’s goal post to score a point. It is also called soccer. Football is played between two teams with eleven players in each team.

Step ii: The teacher lists the basic skills in football:

  1. Passing
  2. Throwing

iii. Trapping

  1. Heading

Step iii: The teacher explains the basic skills in football

  1. Passing- passing is when a player hits or kicks the ball hard to his/her teammate during the game.
  2. Trapping – This is the stopping and controlling the movement of the ball during the game. Trapping of the game is done with either of both feet.
  3. Throwing – is the putting the ball back to play when the ball has gone out of the field (outside the line). To throw the ball, the player picks the ball from outside the field; stands behind the touch line, and with both hands throw the ball over the head into the field by bending backwards. The team that plays the ball out leaves the throwing for the opponents.
  4. Heading –this is when the head is used to hit the incoming ball. It makes the ball to go far and fast in a particular direction. A player could jump high to meet and hit the ball with any side of the head during the game

Evaluation: The teacher evaluates the lesson by asking the following questions thus:

(a) Define football

(b) List the basic skills in football

(c) Explain the basic skills in football

Conclusion: The teacher concludes the lesson by summarizing the main points of the lesson thus: Football is a game in which players try to kick around leather object into each other’s goal post to score a point. It is also called soccer. Football is played between two teams with eleven players in each team.

Assignment:

  1. How many players in a team play the game of football?
  2. list the skills involved in the game of football

Reference(s): Goggle word search and STAN Basic Science and Technology for Primary Schools, Book 3

 

Week 6                                                          Lesson

Date:

Class: G. G 2

Time:                                                             Period(s):

Duration: 35 minutes

Subject: BASIC SCIENCE AND TECHNOLOGY

Topic: BASIC SKILLS IN TENNIS

Sub-topic:

Instructional material/teaching aids: A chart showing a tennis field

Specific objective(s): At the end of the lesson the pupils should be able to

(a) Define tennis

(b) State the basic skills in tennis

(c) Explain the basic skills in tennis

Previous knowledge: The pupils have been

Introduction: The teacher introduces the lesson by a

Presentation: The teacher presents the lesson in the following steps thus:

Step i: Tennis is a game that requires hitting the ball with a racket over the net. All you need for the game of tennis is a racket, a pair of shoes and balls.

Step ii: The teacher states the basic skills in tennis:

  1. Western forehand grip: forehand grip is made by swinging the arm, moving alongside and away from the body before swinging forward to play the ball.
  2. Semi-western grip:
  3. Eastern forehand grip
  4. Two handed backhand grip

Step iii: The teacher explains the basic skills in tennis:

  • Forehand drive: forehand grip is made by swinging the arm, moving alongside and away from the body before swinging forward to play the ball.
  • Backhand drive: this is made by swinging the arm, taking the racket back across the front side of the body before swinging forward to play the ball.
  • Serve: this is done by tossing the ball high and swinging the racket using a throwing shot.

Evaluation: The teacher evaluates the lesson by asking the following questions thus:

(a) Define tennis

(b) State the basic skills in tennis

(c) Explain the basic skills in tennis

Conclusion: The teacher concludes the lesson by summarizing the main points of the lesson thus: Tennis is a game that requires hitting the ball with a racket over the net. All you need for the game of tennis is a racket, a pair of shoes and balls.

Assignment:

List the basic skills in tennis

Explain any two basic skills in tennis

Reference(s): Goggle word search and STAN Basic Science and Technology for Primary Schools, Book 3

BASIC SCIENCE AND TECH PRIMARY 4 SECOND TERM LESSON PLAN

BASIC SCIENCE AND TECH PRIMARY 4 SECOND TERM LESSON PLAN

Week 1                                                          Lesson

Date:

Class: G. G 4

Time:                                                             Period(s):

Duration: 35 minutes

Subject: BASIC SCIENCE AND TECHNOLOGY

Topic: ACID AND BASE

Sub-topic:

Instructional material/teaching aids: Sample of litmus paper and acid

Specific objective(s): At the end of the lesson the pupils should be able to

(a) Define acid

(b) State the types of acids

(c) State the physical properties and uses of acid

Previous knowledge: The pupils have been

Introduction: The teacher introduces the lesson by guiding the pupils on the definition of acid

Presentation: The teacher presents the lesson in the following steps thus:

Step i: Acids are substances which are capable of changing blue litmus paper to red.

Step ii: Acids are of two main types, namely:

  1. Organic Acid: They occur naturally and examples are:
  2. Lactic Acid (In milk)
  3. Citric Acid (In unripe orange, lemon and lime)

iii. Methanoic Acid (In bees and Red Ants)

  1. Amino Acids (In protein)
  2. Ethanoic Acid (In vinegar)
  3. Fatty Acids (In fats and oil)

vii. Ascorbic Acid (In oranges)

viii. Tartaric Acid

  1. Inorganic Acid: These don’t occur in nature, they are made in the laboratory. Examples are:
  2. Hydrochloric Acid (HCl)
  3. Sulphuric Acid (Tetraoxosulphate (vi) H2SO4

iii. Nitric Acid. (Trioxonitrate (v) (HNO3)

  1. Carbonic Acid (Trioxocarbonate (iv) HCO3

Step iii: PHYSICAL PROPERTIES OF ACIDS

  • They turn blue litmus paper red (This is the major test for acids)
  • They have sour taste
  • Concentrated acids are corrosive and can damage plastics and metals
  • They neutralize bases to form salt and water
  • They react with bases to form salt and water

USES OF ACIDS

  • They are used in the laboratory to produce other chemicals
  • Sulphuric acid is used in car batteries, making detergents and fertilizers
  • They can be used to make salt, when reacted with bases
  • Hydrochloric acid is used for processing leather and cleaning metals

Evaluation: The teacher evaluates the lesson by asking the following questions thus:

(a) Define acid

(b) State the types of acids

(c) State the physical properties and uses of acid

Conclusion: The teacher concludes the lesson by summarizing the main points of the lesson thus: Acids are substances which are capable of changing blue litmus paper to red.

Assignment: 1. Define acid

  1. State two examples each for organic and inorganic acids
  2. Give two physical properties of acids
  3. List two uses of any named acid and two other general uses

Reference(s): Goggle word search and STAN Basic Science and Technology for Primary Schools, Book 2

 

 

BASIC SCIENCE AND TECH PRIMARY 4 FIRST TERM LESSON PLAN

BASIC SCIENCE AND TECH PRIMARY 2 FIRST TERM LESSON PLAN

Week 1                                                          Lesson

Date:

Class: G. G

Time:                                                             Period(s):

Duration: 35 minutes

Subject: BASIC SCIENCE AND TECHNOLOGY

Topic: ANIMALS IN THE LOCALITY

Sub-topic: Features of animals found in the locality

Instructional material/teaching aids: A wall chart of common animals found in the environment

Specific objective(s): At the end of the lesson the pupils should be able to

(a) Identify and list common animals found in the environment (locality)

(b) State the features of common animals in locality

(c) Draw common animals and label their external features

Previous knowledge: The pupils can give examples of living things that can be found in the environment

Introduction: The teacher introduces the lesson by saying animals are living things that also occupy the environment with us. Some are domestic and are friendly while some are wild and can be dangerous to us

Presentation: The lesson will be taught in the following steps thus:

Step i: The teacher identifies and list common animals found in the environment (locality):

  1. Snail
  2. Lizard

iii. Cock

  1. Cockroach
  2. Toad

Step ii: The teacher states the features of common animals in locality:

Animals Feature(s)
Snail Shell
Lizard Scales and tail
Cockroach Brownish colour and wings
Grass hopper Six legs
Spider It has eight legs
Toad It has webbed hind limbs
Fowl Features and wings

 

Step iii: The teacher draws common animals and labels their external features:

Evaluation: The teacher evaluates the lesson by asking the following questions thus:

(a) Identify and list common animals found in the environment (locality)

(b) State the features of common animals in locality

(c) Draw common animals and label their external features

Conclusion: The teacher concludes the lesson by summarizing the main points of the lesson thus: Animals are living things and are found in our locality. The appearance of an animal is given by its features and these features are noticeable since they can be seen with the eyes

Assignment:

  1. List ten animals found in the school compound or in your environment
  2. State two animals and their feature
  3. Draw a bird and label the following:

Eye, wing, beak and claw

Reference(s): Goggle word search and STAN Basic Science and Technology for Primary Schools, Book 2

 

BASIC SCIENCE AND TECH (BST) PRIMARY 2 THIRD TERM QUESTIONS

BASIC SCIENCE AND TECH (BST) PRIMARY 2 THIRD TERM QUESTIONS

1. Which of the following is not part of a plant
(a) Root
(b) stem
(c) leaves
(d) heart
2. The process whereby water escape from the plant to the atmosphere is called ______
(a) Evaporation
(b) sublimation
(c) precipitation
(d) transpiration
3. Transpiration occurs in only ___________
(a) Plant and humans
(b) plants and animals
(c) plants
(d) water
4. The part of the plant which takes nutrients from the soil is the _________
(a) Roots
(b) stem
(c) leaves
(d) flowers
5. The part of the plant that hold up the plant and keeps the leaves off the ground is the _____
(a) Root
(b) stem
(c) flower
(d) leaves
6. The type of root that grows into the soil is ___________________
(a) Fibrous root
(b) tap root
(c) common root
(d) uncommon root
7. Roots that are not strong enough on the soil is ____________
(a ) Fibrous root
(b) tap root
(c) common root
(d) uncommon root
8. Which of the following is not responsible for the growth of the plant
(a) Sunlight
(b) air
(c) water
(d) sand
9. The process whereby plant manufacture their own food is called ___________
(a) Producer
(b) man- made
(c) Photosynthesis
(d) planting
10. Which of these is not needed in photosynthesis
(a) Carbon dioxide
(b) sunlight
(c) chlorophyll
(d) sand

FRENCH GRADE 4 FIRST TERM QUESTIONS

FRENCH GRADE 4 FIRST TERM QUESTIONS

1. How do you say “good evening” in French?
a. Bon frère b. bonne chance c. bonsoir
2. “Au revoir” means what?
a. Good day b. goodbye c. later
3. What is going to be your respond if I tell you “applaudssez”
a. Jump b. dance c. clap
4. The verb “manger” means what?
a. To dance b. to eat c. read
5. Who do you address as “mademoiselle”
a. Young married man b. young married man c. young unmarried lady
6. How do you say “thank you” in French?
a. Misericorde b. merci c. maman
7. What do you understand by the phrase “j’ai faim”
a. I am alone b. I am in class c. I am hungry
8. At what time of the day do you greet “bon après midi”
a. Morning b. afternoon c. evening
9. What do you understand by “lundi”
a. Tuesday b. Saturday c. Monday
10. Who is “mere” in a family?
a. Brother b. uncle c. mother

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