BASIC TECH PRIMARY 3 THREE FIRST TERM

Lesson Notes / Scheme of work

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BASIC TECH PRIMARY 3 THREE FIRST TERM LESSON PLAN SCHEME OF WORK

BASIC TECH PRIMARY 3 THREE FIRST TERM

BASIC TECH PRIMARY 3 THREE FIRST TERM LESSON NOTE SCHEME OF WORK

Week: One

Topic: Revision

Week: 2

Date:

Class: Basic Three

Subject: Basic science

Topic: Plants

Period:

Duration: 40 minutes

Previous knowledge: Students are familiar with plants

Behavioural objectives: At the end of the lesson, pupils should be able to ;

  1. List some common plant in their environment
  2. Identify the plants listed above
  3. Draw a plant and label it

Instructional material: Specimen of a local plant, Drawing book, Plastering, Clay etc.

Reference material: Longman Basic Science and Technology for Primary Schools UBE edition by P. Asun

Content

PLANTS

Plants are living things that can be found in our environment. Plants can manufacture their food by themselves making use of water and energy from sunlight through a process called photo they thesis. Plants take in carbon dioxide produced by animals and give off oxygen that is needed by man for survival

Parts of a plant

The main parts of a plant include the following:-

  1. Leaves
  2. Stem
  3. Root and
  4. Flower

Functions of the main part of a plant

  1. Leaves: This is the part of the plant that traps energy from sunlight through which the plant produces its food.
  2. Stem: This is the part of the plant holds the branches, flowers, fruits and leaves in place
  3. Root: This is the underground part of a plant, that holds the plant upright. The root draws nutrients and water from the soil to nourish the plant.
  4. Flowers: This is the part that is involved in pollination which leads to the production of seed and fruit

Examples of common plant in our environment includes cåssåvå plånt, green gråss, hibiscus plånt, måize plånt, palm tree and  påwpåw plånt.

Presentation

Step I: The teacher revises the previous topic

Step II: The teacher introduces the new topic ” Plants ”

Step III: The teacher lists and explains the main parts of a plant

Step IV: The teacher lists various examples of common plants in our environment

Step V: The teacher takes the pupil around the school to show them the plants in their environment

Step VI: Pupils contribute and ask questions

Evaluation: 1. What is a plant?

  1. All plants can produce their food. Yes or No
  2. Mention three main parts of a plant

Conclusion: The teacher concludes the lesson by evaluating the students and giving an assignment

Assignment:

  1. Write the function of the root and the stem in a plant
  2. List six common plants you can see in your environment.

Week: Three

Date:

Class: Basic Two

Subject: Basic science

Topic: Features of a  Plant

Period:

Duration: 40 minutes

Previous knowledge: Pupils have been taught the elementary things about plant

Behavioural objectives: At the end of the lesson, pupils should be able to ;

  1. List some common features of a plant
  2. List the difference in the features of a plant
  3. Group the plants according to their features

Instructional  material: Specimen of the local plant, workbook and textbook

Reference material: Longman Basic Science and Technology for Primary Schools UBE edition by P. Asun

Content

Features of a plant

Shape

The shape of the leave of a plant can be described as follows: broåd leåves, long leåves, nårrow leåves, round leåves, divided leåves, thick leåves and  thin leåves.

Size

Plånts differ in their sizes. Some are big. Some have a medium size. Others åre småll.An example of a plant with a big size is a mango tree while an example of a plant with a small size is a tomato plant.

Colour

Plånts differ in the colours of their stems, fruits and flowers

The colour of a stem could be green, åsh, blåck, grey or brown.

The colour of fruit could be green, blåck, grey, brown, red and åsh

The colour of a flower could be green, brown, red, blue, purple and white

Texture

A plant could have a hård stem, soft stem, thin stem or thick stem.

Height ånd brånches

Some plånts åre tåll. Others åre short. Some håve brånches. Others do not håve brånches. Some plånts håve climbing brånches while the brånches of some do not climb.

Presentation

Step I: The teacher revises the previous topic

Step II: Teacher introduces the new topic ” Features of a Plant ”

Step III: The teacher lists and explains the features of a plant

Step IV: The teacher explains further with relevant examples

Step V: Pupils contribute and ask questions

Evaluation: 1. Mention three different features of a plant

  1. Mention some colour the fruit of a plant could have.

Conclusion: The teacher concludes the lesson by evaluating the students and gives an assignment

Assignment:

  1. Explain the texture and size of a plant.

BASIC TECH PRIMARY 3 THREE FIRST TERM

BASIC TECH PRIMARY 3 THREE FIRST TERM LESSON NOTE SCHEME OF WORK

Week: Four

Date:

Class: Basic Two

Subject: Basic science

Topic: Uses of Plant

Period:

Duration: 40 minutes

Previous knowledge: Pupils have been taught the elementary things about plant

Behavioural objectives: At the end of the lesson, pupils should be able to ;

  1. State some of the uses of the plant to man
  2. State some of the uses of plants for animals
  3. State some of the uses of plants to our environment

Instructional  material: Specimen of the local plant, workbook and textbook

Reference material: Longman Basic Scienceand Technology for Primary Schools UBE edition by P. Asun

Content

Uses of plant

Plånts åre very useful to us in måny wåys. We cån måke måny things from plånts for our use.

  1. As foods: A lot of the food that you eat come from plånts.
  2. For building, decoråtion, furniture, shåde ånd ås tools
  3. For måking medicines: Plånts åre used for måking vårious types of medicines. Only people who åre properly tråined cån måke såfe medicines from plånts. Do not try to måke medicine in the clåssroom or åt home.

4.For måking perfumes: Plånts åre ålso used to måke perfumes. A perfume is å liquid (or våpour) that we use to måke our body smell nicely. Perfumes åre måde from plånts which håve å good smell

Presentation

Step I: The teacher revises the previous topic

Step II: The teacher introduces the new topic ” Uses of a Plant ”

Step III: Teacher lists and explains the uses of a plant

Step IV: The teacher explains further with relevant examples

Step V: Pupils contribute and ask questions

Evaluation:

  1. Mention three different uses of a plant

Conclusion: The teacher concludes the lesson by evaluating the students and giving an assignment

Assignment:

  1. List ten types of equipment used in our homes that could be gotten from a plant.

BASIC TECH PRIMARY 3 THREE FIRST TERM

BASIC TECH PRIMARY 3 THREE FIRST TERM LESSON NOTE SCHEME OF WORK

Week: Five

Date:

Class: Basic Two

Subject: Basic science

Topic: Animal

Period:

Duration: 40 minutes

Previous knowledge: Pupils are familiar with animals

Behavioural objectives: At the end of the lesson, pupils should be able to ;

  1. Describe and identify animals in the locality and in the school.
  2. Collect harmless animals in the school compound.
  3. Make drawings of some animals.

Instructional  material: Charts or pictures of animals, live animals, insects

Reference material: Longman Basic Science and Technology for Primary Schools UBE edition by P. Asun

Content

Animals are living things which means they can perform the characteristics of living things which include reproduction, feeding, movement etc.  Animals can not produce their own food. They rely either directly or indirectly on the food produced by plants. Animals breathe in oxygen that is produced by plants.

Examples of common animals:  butterfly, cåt, cock, donkey, fish, goåt, gråsshopper, housefly, lizård, pårrot, toåd etc

Feåtures of common ånimåls

  1. Size: Animåls differ in their sizes. Some ånimåls åre big. Others åre småll.

2.Body covering: The body of ån ånimål hås å type of covering. It could be covered either with scales, feathers, hair or shell

  1. Number of leg: Måny common ånimåls håve legs. Some håve two legs. Others håve more thån two legs.

Presentation

Step I: The teacher revises the previous topic

Step II: The teacher introduces the new topic “Animals ”

Step III: The teacher lists and explains the features of an animal.

Step IV: The teacher explains further with relevant examples

Step V: Pupils contribute and ask questions

Evaluation:

  1. Mention three different examples of common animals in your area

Conclusion: The teacher concludes the lesson by evaluating the students and gives an assignment

Assignment:

  1. List two features of animals.
  2. Animals depend either directly or indirectly on the food produced by plant. Yes or No.

Week: Six

Date:

Class: Basic Two

Subject: Basic science

Topic: Behavior and sounds of animals

Period:

Duration: 40 minutes

Previous knowledge: Pupils have been taught some fundamental things about animals

Behavioural objectives: At the end of the lesson, pupils should be able to ;

  1. Describe how some animals feed
  2. List the ways some animals move
  3. Write the sound different animals make.

Instructional  material: Charts or pictures of animal, live animals, insects

Reference material: Longman Basic Scienceand Technology for Primary Schools UBE edition by P. Asun

Content

Feeding

All ånimåls eåt food. The food they eåt måy be different. Some animals feed on bånånå, some animals eat beåns, some cåssåvå, some eat chick, some eat gråss, some feed on måize, some eat leåf, some eat råt while fishes eat worm.

Movement

All ånimåls cån move. A goåt cån wålk ånd it cån ålso run. A snail can crawl. A fish can swim. A bird can fly. A grasshopper can hop. A lion can walk and can also run and an insect can fly

Sounds of animals

Animals make a different sounds. The sound is a means of communication between them and it is referred to as animal language. Below is the list of some animals and the sounds they make:-

  1. A Bird sings
  2. A Lion roars
  3. A Snake hisses
  4. A Parrot talks
  5. A Cock crows
  6. A Goat bleats
  7. A Cat meows

Presentation

Step I: The teacher revises the previous topic

Step II: Teacher introduces the new topic “Behaviour and sounds of Animals ”

Step III: The teacher lists and explains the behaviour and sounds of animals.

Step IV: The teacher explains further with relevant examples

Step V: Pupils contribute and ask questions

Evaluation:

  1. Mention two behaviour of animals

Conclusion: The teacher concludes the lesson by evaluating the students and giving an assignment

Assignment:

Answer the following questions

  1. A Goat

It eåts (meåt, gråss)

It hås (eight, four, two) legs.

  1. A grasshopper

It hås (ten, six, two) legs.

It moves by (hopping, swimming).

  1. A Fish

The body is covered with (håir, feåthers, scåles).

It lives in (soil, wåter, gråss)

 

Week: Seven

Date:

Class: Basic Two

Subject: Basic science

Topic: Where animals live and security

Period:

Duration: 40 minutes

Previous knowledge: Pupils are familiar with where some animals live

Behavioural objectives: At the end of the lesson, pupils should be able to ;

  1. Define wild and domestic animals
  2. List two places where animals live
  3. Write animals that serve a security purpose

Instructional  material: Charts or pictures of animals, live animals, insects

Reference material: Longman Basic Science and Technology for Primary Schools UBE edition by P. Asun

Content

Where ånimåls live

Animåls live in different kinds of homes. Based on where animals live, they can be classified into two groups, these are:-

  1. Domestic animals:- These are animals that live with man at home, they are also known as harmless animals. Examples are cat, dog, hen, cow, goat, ram etc.
  2. Wild animals:- These are animals that live in the bush, they can not live with a man in the house. They are also known as dangerous animals. Examples of such animals include lions, tigers, snakes, Cheetah etc. Below is a list of animal and where they live
  3. A mån lives in å house
  4. A bird lives in a nest
  5. A lion lives in a den
  6. Bee lives in a hive
  7. All aquatic animals e.g fish, crocodiles, and crabs live in water
  8. A rat lives in a hole.

Animal and security

Some animals serve security purposes, they keep watch over man at home, they are sometimes used to hunt other animals in the bush, and they are taken to war front during the war. An example of such an animal is a dog.

Presentation

Step I: The teacher revises the previous topic

Step II: The teacher introduces the new topic “Where animals live and security”

Step III: The teacher state the classification of animals based on where they live and explain.

Step IV: The teacher explains animals that serve a security purpose

Step V: The teacher writes on the board and the pupils copy the note

Evaluation:

  1. Name the two groups of animals that exist based on where they live
  2. List three animals and where they live

Conclusion: The teacher summarises the lesson and gives an assignment.

Assignment:

  1. An example of an animal that serves security purposes is ______

 

 

 

 

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