BASIC SCIENCE PRIMARY FIVE 1ST TERM

1

BASIC SCIENCE PRIMARY FIVE

1ST TERM

WEEK MODULE/TOPIC PERFORMANCE OBJECTIVES

Contents ACTIVITIES TEACHING/LEARNING RESOURCES

EVALUATION GUIDE TEACHER’S

ACTIVITIES PUPILS

ACTIVITIES

1 – 2 Environmental Changes

Pupils should be able to: (1) describe erosion and state the causes of erosion (2) List the effects or dangers of erosion (3) Identify, discuss and implement simple strategies for controlling erosion

(1) Erosion - Meaning - causes - Effects - Control

(1) Shows pupils’ charts, photographs of areas devastated by erosion (2) Guides pupils to: (a) explain the meaning of erosion (b) State the causes and dangers (effects) of erosion (3) Arranges for pupils to visit and observe erosion sites in the locality (4) Guides pupils to carry out a project on controlling erosion

(1) Look at photo graphs of erosion sites and discuss the causes, effect and control measures (2) Visit erosion sites in their locality (3) Participate in a project to control erosion at the site

(1) Photographs/charts and pictures on erosion (2) Hoe, Cutlasses (3) Shovel and spade (4) Tree seedlings Grass etc.

Pupils to: (1) Describe erosion (2) State three causes of erosion (3) State three effects of erosion (4) State three ways of controlling erosion.

3 – 4 Environmental changes

Pupils should be able to: (1) define pollution and list some water and air pollutants (2) List common sources of pollution

Air and Water pollution - Pollutants - Sources - Effects - Control

(1) Shows pictures of polluted water (2) Arranges for pupils to visit industrial areas and observe the emission of gases into the air, the release of effluent waste into the rivers etc.

(1) Look at pictures of polluted water and describe what they observe (2) Visit industrial areas to observe ways industries

(1) Photographs and charts showing polluted water, industries letting, fumes into the air (2) Posters/Photographs showing areas affected by oil spillage.

Pupils to: (1) describe pollution and list five air and water pollutants respectively. (2) Identify three sources of air and water pollution respectively

2

(3) Describe the consequences of water pollution on the people and on the environment. (4) Describe the roles of the communities, industries and oil exploration in air and water pollution (5) Suggest ways of reducing the risks of pollution

(3) Guides discussion on measures of controlling pollution

pollute air and water.

(3) State three consequences each of air and water pollution on people and the environment (4) Suggest three ways of controlling or reducing the risks of air and water pollution

5 Waste and Waste Disposal

Pupils should be able to: (1) Explain what constitute waste (2) Identify different types of waste

Types of waste - Refuse - Sewage

(1) Leads discussions on proper disposal of wastes (2) Arranges visit to land fill area where wastes are dumped

Listen, ask questions and discuss waste and how to recycle waste

Pictures/charts of waste dumps. - Bottles - Paper - Sticks - Empty cans etc.

Pupils to describe waste and group waste as solid (refuse) and liquid (sewage) waste

6 Waste and Waste Disposal

Pupils should be able to: (1) Mention methods of disposal of waste (2) Suggest different ways of recycling waste and the advantages of recycling waste

(1) Waste Disposal (2) Re-Using waste (Recycling)

(1) Displays pictures and diagrams of ways of disposing waste (2) Guides pupils to make compost pit, as a way of disposing or recycling waste. (3) Arranges for a guest to talk on recycling waste (4) Arranges visit to land fill area where waste are recycled

(1) Prepare and develop a compost pit (2) Prepare posters that teach proper disposal of household waste (3) Discuss the dangers of not disposing waste properly

Picture/Charts of waste disposal van, buckets wheelbarrows, drum, shovel, spade etc.

Pupils to (1) State two methods of proper disposal of waste (2) Mention three dangers of improper disposal of waste (3) Identify two methods of recycling refuse waste.

3

7 MID – TERM TEST

8 Environmental Quality

Pupils should be able to: (1) State the meaning of environmental quality (2) State the advantages of a healthy environment.

(1) Meaning of environmental quality (2) Advantages of a healthy environment

Leads class discussion on environmental quality

Participate in class discussion

(1) Potted plants (2) Materials - Brooms - Cakes - Hoes - Cutlasses - Matches - Baskets etc

Pupils to (1) State the meaning of environmental quality. (2) State four advantages of a healthy environment


Pupils should be able to state the disadvantages of degrading the environment

Disadvantages of degrading the environment

Leads discussion on the disadvantages of degrading the environment

Listen, ask questions and participate in class discussion

Pictures/chart showing eroded roads, potted plants etc.

Pupils to mention three disadvantages of degrading our surrounding


Pupils should be able to: (1) Identify ways of maintaining healthy and beautiful school environment

(1) Ways of maintaining a healthy environment (2) The materials for maintaining a healthy environment

Helps pupils plan, clean and beautify their school environment

(1) Plant flowers to beautify the school surroundings (2) Sweep and clean their school surrounding everyday

Pictures of an attractive surrounding.

(1) State two ways of beautifying the environment (2) List four materials for maintaining a healthy environment

11 REVISION

12 – 13

EXAMINATION

4


2ND TERM




ACTIVITIES PUPILS

ACTIVITIES

1 The Human Body (Skeleton)

Pupils should be able to (i) Define skeleton (ii) State three functions of skeleton

(1) Definition of skeleton (2) Functions of skeleton e.g. - Protect delicate organs in the body e.g. skill etc.

(1) Using charts model of human skeleton (2) Guides the learners to mention various bones in the body. (3) Guides the pupils to mention functions of the skeleton

(1) Observe their chart on skeletal system or the model of human skeleton (2) Mention various bones in the body (3) State the functions of skeleton

Chart or model of human skeleton (2) X-ray film

Pupils to (1) State the meaning of skeleton (2) Mention at least three functions of skeleton.

2 – 3 The Human body (The skeleton)

Pupils should be able to: (1) Identify the major bones in the body (2) Describe major bones in the human body.

Types of bones - Long bones (Femur and humerus) - Vertebrae (Cervical, thoracic) - Phalanges (toes)

Describes the major bones with the pupils

(1) Name the major bones in the body (2) Give examples of these bones

Chart/model of human skeletal system showing types of bones.

Pupils to name and describe major bones in the human body.

4 The Human body (The skeleton)

Pupils should be able to identify the major joints in the body (ii) Mention where found in the body

Types of joints - ball and socket joint (shoulder) - Hinge joint (elbow, knee) etc.

Using the model or chart of human skeleton describe the major joints and where found in the body

State the major joints in the body

(1) X-ray films (2) Chart of human skeletal system showing types of joints

Pupils to: (1) Describe major joints in the body (2) Touch where these joints can be found in their bodies

5

5 The Human Body (The skeleton)

Pupils should be able to state the functions of joints

Functions of joints

Guides pupils to state the functions of joints

State the functions of joints

Charts/model of human skeleton showing types of joints

Pupils to state two functions of joints

6 Reproduction in plants

Pupils should be able to identify parts of a flower

Parts of a flower

(1) Provides flowers e.g. Hibiscus to guide the pupils to identify parts of a flower (2) Draws a flower and labels its parts

(1) Bring flowers to the class (2) Identify and name parts of a flower (3) Draw and label a flower parts

(1) Life flowers e.g. Hibiscus, Cowpea flower etc. (2) Drawing book (3) Pencil (4) Erazer

Pupils to (1) Name and identify parts of a flower. (2) Draw and label parts of a flower.

7 MID – TERM TEST

8 – 9 Reproduction in plants

Pupils should be able to: (1) Explain the meaning of pollination (2) Identify agents and types of pollination (3) Identify parts of a flower that are concerned with pollination and fertilization (4) Distinguish between pollination and fertilization

(1) Pollination - Meaning and types - Process - Agents (2) Fertilization

(1) Guides discussion on pollination (2) Guides them to identify parts of a flower that are concerned with pollination and fertilization (3) Guides discussion on fertilization

Participation in the discussion on pollination and fertilization

Chart/diagram of a flower, agents of pollination.

Pupils to: (1) State the meaning of pollination and fertilization (2) List the types of pollination (3) List the agents of pollination (4) Distinguish between pollination and fertilization

10 Reproduction in Plants

Pupils should be able to describe stages of development from flower to fruit

Stages of development from flower to fruits

Guides discussion on the development of fruits (2) Guides the pupils to identify parts of a flower that produce fruit

(1) Identify stages of development from flower to fruit (2) participate in the class discussions

(1) Life flowers - Hibiscus - Cowpea flower (2) Chart showing stages of development from flower to fruits

Pupils to list the changes that occur at different stages of development from flower to fruit.

6

11 REVISION

12 – 13

EXAMINATION


3RD TERM



EVALUATION GUIDE

TEACHER’S ACTIVITIES

PUPILS ACTIVITIES

1 REVISION OF LAST TERM’S WORK / WELCOME TEST

2 – 3 Rocks Pupils should be able to: Identify and classify rocks according to colour, hardness, texture etc.

Types of Rock - Igneous - Metamorphic - Sedimentary

Guides pupils to classify rocks based on their shape, colour, texture etc.

Collect, observe and classify rocks on the basis of colour, shape, hardness texture etc.

(1) Different samples of rocks (2) Chart showing types of rocks

Pupils to: Classify rocks based on their shape, colour texture etc.

4 Rocks Pupils should be able to list some important uses of rocks such as construction, beautification etc.

Uses of rocks - construction - Beautification - Tourist attraction etc.

Guides the pupils to state the major uses of rocks

State some important uses of rocks

(1) Chart showing uses of rocks (2) Rock samples

Pupils to: Name three importance of rocks

5 Rocks Pupils should be able to name some major landmark rocks in Nigeria.

Major landmark rocks in Nigeria e.g. - Zuma rock in Madalla (Niger State) - Shere rocks in Jos - Olumo rock in Abeokuta - Kufena rock in Zaria

Gives example of major landmark e.g. Rocks in Nigeria

Read about major landmark rocks in Nigeria

Chart showing landmark rocks in Nigeria

Pupils to name three major landmark rocks in Nigeria

7

6 Acids and Bases Pupil should be able to: (1) State the meaning of acid and base (2) Give examples of acids and bases

Acids and Bases - Meaning and examples

(1) Provides materials needed for the lesson e.g. Lemon, wood ash, water red and blue litmus paper. (2) Use the materials to carry out activities with the pupils

Carry out teacher activities on - Lemon (acid) - Mixture of wood ash and water (base) - Use of red and blue Litmus paper - Use of acids and bases especially in soap making

(1) Lemon (2) Wood ash (3) Water (4) Blue and Red Litmus papers (5) Glass or plastic container

Pupils to: (1) Explain the meaning of acid and base. (2) Give three examples of acids and bases.

7 MID – TERM TEST

8 Acids and Bases Pupils should be able to: (1) List some physical properties of acids and bases. (2) Distinguish between acids and bases

Some Physical properties of acids and bases

(1) Demonstrates physical properties of acids and bases by: - Using blue litmus paper on lemon which will turns red. - Using red litmus paper on mixture of wood ash in water which will turns blue. (2) Guides the pupils to taste lemon and dissolve ash in

Perform activities as directed by the teacher

(1) Lemon (2) Wood ash (3) Water (4) Litmus papers (Red and Blue) etc.

Pupils to: (1) State physical properties of acids and bases (2) Distinguish between acids and bases using litmus papers etc.

8

water and feel with the fingers; report their observation.

9 Acids and Bases Pupils should be able to state types of acids and bases.

Types of acids and bases

Initiates discussion on types of acids and bases

Participate in class discussion

(1) Lemon (2) Wood ash (3) Litmus papers (red and blue) (4) Glass/Plastic containers etc.

Pupils to state two types each of acids and bases

10 – 11

Acids and Bases Pupils should be able to: (1) Name local materials used in making soap (2) Identify the active ingredients in the local materials used in making soap. (3) Make soap from local materials (4) State the uses of soap.

(1) Soap making (2) Uses of soap

(1) Initiates discussion on soap making and uses of soap (2) Take safety precautions

(1) Use palm oil and dissolved wood ash to make soap (2) Identify active ingredient used in making soap from palm oil and wood ash (3) State the uses of soap

(1) Palm oil (2) Wood ash (3) Stove (4) Cans and containers (5) Spatula or wooden spoon (6) Dirty handkerchief etc.

Pupils to: (1) Name local materials used in making soap (2) Identify acids and bases as ingredients used in making soaps (3) make soap using local materials (4) State 3 uses of soap

12 – 13

EXAMINATION

9

BASIC TECHNOLOGY PRIMARY FIVE 1ST TERM


CONTENTS ACTIVITIES TEACHING/LEARNING RESOURCES

EVALUATION GUIDE TEACHER’S ACTIVITIES PUPILS

ACTIVITIES

1 REVIEW OF PRIMARY FOUR WORKS / WELCOME TEST

2 Materials and Maintenance

Pupils should be able to identify materials used in technology

Identification of materials - Wood - Metal - Plastic

(1) Displays materials and discusses the materials used in technology (2) Guides the pupils to identify and classify materials

Take a survey around the school compound and identify materials used (2) Touch and feel the nature of the materials

(1) Wood (2) Metal (3) Plastic

Pupils to list three materials used in technology


Pupils should be able to (1) List types of wood, metal and plastic (2) State what these materials are used for

(1) Types of - Wood - Metal - Plastic (2) Uses of Materials

(1) Discusses the types of materials to the pupils (2) Explains what these materials are used for

(1) Participate in class discussion and group activities (2) Mention the uses of these materials

(1) Wood (2) Metal (3) Plastic

Pupils to: (1) List three types of materials (2) State three uses of each of the materials


Pupils should be able to: (1) Explain the meaning of maintenance (2) State the need for maintenance

(1) Meaning of maintenance (2) Importance of maintenance

(1) Discusses the meaning of maintenance (2) Leads pupils to identify the importance of maintenance

Participate in class discussions and group activities

(1) Oil (2) Rag (3) Piece of iron/metal (4) Sand paper

Pupils to: (1) State the meaning of maintenance (2) Mention two reasons why maintenance is needed.

5 Basic Motor Vehicle Parts (Internal)

Pupils should be able to: (1) Mention the internal parts of motor vehicle

Internal parts of motor vehicle e.g. air bags - Seat belts

(1) Leads the pupils to list and identify the internal parts of a motor vehicle

(1) Mention the internal parts of a motor vehicle

(1) A motor vehicle (2) Labeled diagram of internal parts of a motor

Pupils to identify the internal parts of a motor vehicle

10

(2) Identify the internal parts of a motor vehicle

- Steering - brakes - Clutches - Pedals - Gear etc.

(2) Organizes a visit to a mechanic workshop/organizes the pupils to see the internal parts of a car in the neighborhood or school compound

(2) Identify the internal parts of a vehicle (3) Visit a mechanic workshop

(3) Motor mechanic workshop

6 Basic motor Vehicle Parts (Internal)

Pupils should be able to discuss the basic functions of the internal parts of a motor vehicle

Functions of the internal parts of motor vehicle

Explains the basic functions of the internal parts of the motor vehicles

Discuss the basic functions of the internal parts of a motor vehicle

(1) Posters (2) Pictures (3) Diagram of well labeled internal parts of a vehicle

Pupils to: Mention five internal parts of a motor vehicle and their functions

7 MID – TERM TEST

8 Drawing Instruments

Pupils should be able to: (1) State the meaning of drawing (2) Identify drawing instruments (3) List five drawing instruments

(1) Definition of drawing (2) Identification of drawing instruments

(1) defines drawing (2) displays the drawing instruments

(1) Observe the instruments displayed (2) Touch and clean the instruments

(1) Diagram showing drawing instruments (2) T-Square (3) Set-Square (4) Drawing board (5) Drawing sheets (6) compasses etc.

Pupils to (1) define drawing (2) List five drawing instruments

9 – 10

Drawing Instruments

Pupils should be able to: (1) State the uses of drawing instruments (2) use some drawing instruments

(1) uses of drawing instruments (2) Draw: - Circles using compass - Straight lines using rulers.

Explains the uses of each drawing instruments: (1) T-Square (2) Set-Square (3) Drawing board (4) Dividers (5) pair of compasses (6) Protractor (7) Pencils (8) Cleaners etc (ii) Demonstrates the use of the instruments

(1) Draw circles using a pair of compass (2) Draw straight line using a ruler

(1) Drawing sheets (2) Drawing board (3) Protractor (4) pair of Compass (5) Ruler (6) Divider etc

Pupils to: (1) List five drawing instruments and their uses (2) Draw a circle and a straight line

11 REVISION

11

12 – 13

EXAMINATION

BASIC TECHNOLOGY PRIMARY FIVE 2ND TERM




ACTIVITIES PUPILS ACTIVITIES

1 REVISION OF LAST TERM’S WORK / WELCOME TEST

2 Energy Conversion

Pupils should be able to explain the meaning of energy conversion

Concept of energy conversion

Discusses the meaning of energy conversion

Participate class discussion

(1) Electric pressing iron (2) Immersion heater (boiling ring) (3) Kerosene stove (4) Charcoal etc

Pupils to define energy conversion

3 – 4 Energy Conversion

Pupils should be able to name forms of energy conversions

Forms of energy conversions - Electrical to heat energy e.g. pressing iron - Chemical to heat energy e.g. Kerosene stove - Electrical to Mechanical energy e.g. blender - Mechanical to Electrical energy e.g. bicycle dynamo

Demonstrates the conversion of energy from one form to another

(1) List the forms of energy conversion (2) Carry out simple activities on energy conversion

(1) Charcoal (2) Pressing Iron (3) Bicycle dynamo (4) Kerosene stove etc.

List at least three forms of energy conversion

5 Energy conversion

Pupils should be able to state the importance of energy conversion

Importance of energy conversions

Discusses the importance of energy conversions

(1) Listen to the teacher (2) Participate in class discussions

(1) Pressing iron (2) Immersion heater (3) Kerosene stove (4) Bicycle dynamo

Pupils to state at least three importance of energy conversion

6 Heat and temperature

Pupils should be able to distinguish

Differences between Heat and Temperature

Guides pupils on discussion of differences

Participate in class discussions

A Charts showing differences between that and temperature

Pupils to state the differences

12

between heat and temperature

between Heat and Temperature

(2) Thermometer (3) Cold water (4) Warm water

between heat and temperature

7 MID – TERM TEST

8 – 9 Heat and Temperature

Pupils should be able to: (1) Identify and name different types of thermometers (2) Use the thermometer to measure the temperature of objects accurately

(1) Temperature (2) Thermometers

(1) Provides the pupils with different types of thermometer (2) Use charts to guide the pupils to identify different types of thermometer (3) Demonstrates the correct method using the thermometer to measure the temperature of objects

(1) Handle and examine thermometer (2) Practice measure and record accurately the temperature of things e.g. hot water, their bodies etc

(1) Different thermometers (2) Flask of hot water (3) Some Ice water

Pupils to (1) Name any three types of thermometers (2) Use the thermometer to measure temperature accurately

10 Heat and Temperature

Pupils should be able to identify and write the units and symbol of temperature scale.

Units and symbols of temperature scale (degree Celsius (oC) or degree Fahrenheit (f))

Use charts to guides the pupils to identify and name the units and symbols for temperature.

Name the units and symbols of temperature scale.

(1) Thermometer (2) Flask of hot water (3) Cold water or ice water

Pupils to write the units and symbols of temperature

11 REVISION

12 – 13

EXAMINATION

13

BASIC TECHNOLOGY PRIMARY FIVE

3RD TERM





1 REVISION / WELCOME TEST

2 – 3 Basic Electricity Pupils should be able to identify types of electricity

(1) Types of electricity - Static - Current

Discusses types of electricity with the pupils

Listen and participate in the class discussions

(1) Bulb (2) Connecting wire (3) Dry cell (1.5v) (4) Bar magnet (5) Nails, Pieces of paper, rope threads etc.

Pupils to name types of electricity

4 Basic Electricity Pupils should be able to (1) Explain how electricity is produced (generated) (2) Explain how electricity travels (conducted) from one point to another

Methods of Generating Electricity

(1) Guides pupils to produce electricity from - friction - Magnets - Chemicals (2) Provides a variety of materials and guides pupils to produce electricity

(1) Rub wool materials firmly on a hard rubber rod or comb and move the rod close to small pieces of paper or pins. Note what happens. (2) Rub fur or silk material on a glass rod and move the rod close to small pieces of paper or pin and note what happens. (3) Record findings and draw conclusion

(1) Wool, Fur or silk (2) hard rubber rod or comb (3) Glass rod (4) Bar magnets (5) Nails, pieces of paper, ropes, threads (6) pins

Pupils to describe how electricity is generated and conducted from one point to another.

14

5 Basic Electricity Pupils should be able to group materials into conductors (metals) and non-conductors (wood, glass, plastics)

Conductors and Non-conductors

(1) Guides pupils to state the meaning of conductors and Non-conductors (2) Provides a variety of materials and guides pupils to sort materials into conductors and Non-conductors

(1) State the meaning of conductors and Non-Conductors (2) Sort the materials into conductors and Non-conductors

(1) Glass rod (2) Nails (3) Pieces of paper (4) Pin (5) Plastics (6) Bar magnet (7) Rubber bands etc (8) Iron fillings (9) Coins

Pupils to group materials into conductors and non-conductors (insulators) of electricity

6 Basic Electricity Pupils should be able to make a simple electric circuit connection

(1) Electric Circuit (2) Uses of Electricity

(1) Guides pupils to complete an electric circuit (2) Uses electric circuit to demonstrate that it can - Light bulbs - Make magnets or magnetic field - Generate heat

Using a simple dry cell (Battery) wires and a light bulb, make a simple electric circuit

(1) Light bulbs (2) Connecting wires (3) Circuit board (4) Lamp holders (5) Switch key (6) Pins

Pupils to use the materials provided to complete an electric circuit

7 MID – TERM TEST

8 Magnetism Pupils should be able to: (1) States the properties of magnets (2) Group materials into magnetic and non-magnetic materials

(1) Properties of Magnets (2) Magnetic and Non-Magnetic Materials

(1) Collects different types of magnets e.g. bar magnet, horseshoe magnet etc. (2) Plans and organizes simple activities to enable pupils find out about magnetism, magnetic and non-magnetic materials

(1) Play with magnets to discover their properties e.g. - magnets will attract or repel one another. - Can act through non-magnetic materials etc (2) Group materials as magnetic and non-magnetic

(1) Bar magnets (2) Nails, pieces of paper, ropes, threads (3) Iron fillings (4) Coins (5) Rubber bands (6) Cork (7) Soft Iron etc.

Pupils to: (1) State two of properties of a magnet (2) Group materials into magnetic and non-magnetic materials

9 Magnetism Pupils should be able to:

Uses of Magnets

Leads class discussions on the uses of magnets in

Examines toys and household appliances for magnet

(1) Loudspeakers (2) Soft iron (3) doorbells (4) Screw drivers

Pupils to name three common appliances that use magnets

15

(1) State common applications of magnetism (2) Mention uses of magnets

some house hold appliances e.g. - doorbells - Loudspeakers - Magnetic Stickers for fridge’s - Magnetic Screw drivers etc.

(5) Bar magnets (6) Nails etc

10 Magnetism Pupils should be able to make magnets

Making magnets

Guides pupils to make temporary magnets

Make temporary magnets

(1) Bar magnets (2) Coins (3) Iron fillings (4) Soft Iron (5) Nails etc

Pupils to make temporary magnets

11 REVISION

12 – 13

EXAMINATION

16

PHYSICAL AND HEALTH EDUCATION PRIMARY FIVE

1ST TERM




ACTIVITIES PUPILS

ACTIVITIES

1 REVISION OF PREVIOUS CLASS WORK / WELCOME TEST

2 – 4 Creative Rhythmic Activities

Pupils should be able to: (1) Explain rhythmic activities (2) Mention any two types of rhythmic activities (3) Perform any two types of rhythmic activities

(1) Marching (2) Galloping (3) Hopping

(1) Explains rhythmic activities (2) Demonstrates marching, galloping and hopping

(1) Listen to the teacher (2) Watch the teacher’s demonstration (3) Practice the activity

(1) Video clip (2) Mats (3) Track (4) Drum sets (5) Flute (6) Drumming sticks etc.

Pupils to: (1) Explain rhythmic activities (2) List two rhythmic activities (3) Perform any two types of rhythmic activities

5 – 6 Measuring Physical Fitness Components

Pupils should be able to: (1) Mention some physical fitness components (2) Identify activities for measuring endurance, strength and speed. (3) Explain how endurance and speed are measured (4) Measure their endurance, strength and speed levels

Physical fitness components (a) Endurance – Press up - Minute run, walk bench, step on and off - Squat thrust (b) Strength - Pull ups - Sit ups (c) Speed - 50 Metres dash.

(1) discusses the activities for measuring - endurance - strength and speed (2) Demonstrates the measurement of endurance, strength and speed (3) Supervises pupils’ activities

(1) Listen to the teacher (2) Watch the teacher’s demonstration (3) Practice the activity (4) Measure their physical fitness level.

(1) Charts (2) Mats (3) Benches (4) Pull up bars (5) Track (6) Stop watch etc.

Pupils to: (1) Mention any 3 physical fitness components (2) Identify activities for measuring endurance, strength and speed (3) Describe how endurance, strength and speed are measured. (4) Measure other pupil’s endurance, strength and speed.

17

7 MID – TERM TEST

8 – 9 Field Events Pupils should be able to: (1) Mention the basic skills of long jump (2) Perform the skills in long jump

- Long Jump Basic skills - The approach, run or run-up - The take off - The flight - the landing - recovery

(1) Explains the skills involved in long jump (2) Demonstrates the skills in long jump (3) Supervises and corrects demonstration by pupils (4) List skills in the chalkboard.

(1) Listen to teacher’s explanations (2) Watch and practice the skills (3) Practice different skills

(1) Charts (2) Take off board (3) Long jump pit (4) Video clip (5) Measuring tape

Pupils to: (1) Mention any three skills in long jump (2) Perform the long jump skills

10 Field Events Pupils should be able to: (1) Mention the basic skills of high jump (2) Perform the skills in high jump

High jump skills - Run up - Take off - Flight - Landing - Recovery

(1) Explains the skills in high jump (2) Demonstrates run up, take off, flight, landing and recovery skills (3) Supervises pupil demonstration

(1) Pay attention to the teacher (2) Watch, teacher’s demonstration (3) Practice the skills in high jump

(1) Cross bar stand (2) High Jump pit - Landing foam

Pupils to: (1) Mention any three skills in high jump (2) Perform the skills in high jump

11 REVISION

12-13 EXAMINATION

18

PHYSICAL AND HEALTH EDUCATION PRIMARY FIVE 2ND TERM





1 Ball Games Pupils should be able to define ball games

Definition of ball games

Explains what ball games are

Participate in class and group discussion

(1) Chat/Pictures showing different types of ball games (2) Football (3) Tennis ball etc.

Pupils to state what ball games are.

2 – 3 Ball Games Pupils should be able to: (1) State the facilities and equipment used to play volley ball and basket ball (2) Play volley ball and basket ball (3) State the advantages of playing volleyball and basket ball (4) Mention safety measures in participating in the ball games

(1) Volley ball (2) Basket ball - Facilities and equipment used in the games - Skills for playing the games - Advantages of playing the games - Safety measures in playing ball games

(1) Discusses the facilities and equipment used in volley ball and basket ball (2) Demonstrate the skills involved in the games (3) Leads pupils to discuss the advantages of playing the games (4) Leads pupils to identify the safety measures when playing the games

Participate in class and group discussions on facilities and equipment used in volley ball and basket ball (2) Play the games (3) Discuss safety measures to put in place when playing ball games (4) Discuss the advantages of playing ball games.

(1) Chat (2) Picture (3) Video clips (4) Volley ball (5) Basket ball (6) Volley ball court (7) Basketball court (8) Nets (9) Whistle etc.

Pupils to: (1) Mention facilities and equipment used in playing volleyball and basket ball (2) Play volleyball and basketball skillfully in teams (3) State at least three advantages of volley ball and basketball (4) Mention at least five safety rules when playing the games.

4 – 6 Ball Games Pupils should be able to: (1) State the facilities of football, Hockey and Tennis

(1) Football (2) Hockey (3) Tennis - Facilities and equipment used in football,

(1) Discuss the facilities and equipment used in football, hockey and Tennis

(1) Participate in class and group discussions (2) Play football, Hockey and Tennis

(1) Football (2) Hockey ball (3) Hockey stick (4) Tennis ball (5) Football field (6) Tennis court

Pupils to: (1) Mention the facilities and equipment used in football

19

(2) Play football, Hockey and Tennis (3) State the advantages of playing football, hockey and tennis (4) Mention safety measures in participating in ball games

Hockey and Tennis - skills for playing the games - The advantages of playing the games - Safety measures in playing ball games

(2) Demonstrates the skills for playing the games (3) Leads pupils to discuss the advantages of playing the games (4) Leads pupils to identify safety measures when playing the games.

(3) Discuss the advantages of playing the games (4) Discuss safety measures to put in place when playing ball games.

(7) Net (8) Whistle etc.

hockey and tennis (2) Play football, hockey and tennis (3) State at least three advantages of football, hockey and tennis (4) Mention at least five safety measures when playing the ball games

7 MID – TERM TEST

8 Nutrition The pupils should be able to: (1) Mention sources of food nutrients (2) State functions of each classes of food nutrients

(1) Sources of food nutrients (2) Functions of food nutrients

(1) Leads pupils to list the sources of food nutrients (2) Guides the pupils to state the functions of the classes of food nutrients

(1) With the help of the teacher, mention the classes, sources and functions of food nutrients

(1) Samples of food items (2) Charts/photographs showing different kinds of foodstuffs

Pupils to (1) List all classes of food (2) Mention sources of food nutrients (3) State the functions of each classes of food

9 Nutrition Pupils should be able to (1) List three nutritional diseases (2) Mention at least two signs and symptoms of each nutritional deficiency diseases

(1) Nutritional deficiency diseases - Kwashiorkor - Rickets - Pellagra - Scurvy (2) Signs and Symptoms of nutritional

- Leads pupils to list the kinds of nutritional deficiency diseases that are common in the society (2) Discusses the signs and symptoms of the nutritional deficiency diseases

List the nutritional deficiency diseases and their signs and symptoms

Charts/Pictures showing people suffering from nutritional deficiency diseases

Pupils to: (1) Mention three nutritional deficiency diseases (2) List two signs and symptoms of each nutritional diseases mentioned

20

deficiency diseases

10 Nutrition Pupils should be able to describe the characteristics of nutritional deficient persons.

Characteristics of nutritional deficient persons

Guides the pupils to list characteristic of nutritional deficient persons

List characteristic of nutritional deficient person

Photographs showing people suffering from nutritional deficiency diseases

Pupils to mention at least five characteristic of nutritional deficient persons.

11 Nutrition Pupils should be able to describe the effect of family size on nutrition

Family size and its effect on nutrition

Guides the pupils to list the effect of large family size on the nutrition of family members.

Discuss the effect of large family size on the nutrition of the family

(1) Samples of food items (2) Charts/pictures showing classes of food

Pupils to mention at least three effects of family size on the available nutrition

12 – 13

EXAMINATION

21

PHYSICAL AND HEALTH EDUCATION PRIMARY FIVE 3RD TERM




ACTIVITIES PUPILS

ACTIVITIES


2 Diseases Pupils should be able to differentiate between sickness and illness

Differences between sickness and illness.

Leads pupils to identify the differences between sickness and illness

Take part in the discussions and group activities

(1) Pictures (2) Flip charts (3) Posters

Pupils to differentiate between sickness and illness

3 Diseases Pupils should be able to differentiate between signs and symptoms

Differences between signs and symptoms

Discusses the differences between signs and symptoms to the pupils

Take part in the discussions

(1) Pictures (2) Flip charts (3) Posters

Pupils to state the difference between signs and symptoms

4 – 5 Diseases Pupils should be able to distinguish between communicable and non-communicable diseases

Communicable and Non-communicable diseases

Discusses communicable and non-communicable diseases with the pupils

Listen to the teacher’s explanation and take part in the class discussion

(1) Pictures (2) Posters

Pupils to distinguish between communicable and non-communicable diseases

6 Drug Education Pupils should be able to state the consequences of drug misuse or abuse

Drug abuse and its consequences - Legal - Criminal records - Career and Employment - Licenses - Social status - Financial pressure etc.

Discusses the drug abuse and its consequences to the pupils.

Listen to the teacher and ask questions

(1) Samples o drugs (2) Charts showing various drugs

Pupils to state at least five consequences of misusing drugs

7 MID – TERM TEST

22

8 – 9 Drug Education Pupils should be able to: (1) List ways drugs can be taken into the body. (2) Differentiate between alcohol and tobacco (3) State reasons why people drink or smoke (4) Differentiate between alcohol and tobacco on human body

(1) Ways of taking drugs - Through mouth - Rubbing on skin - Injecting - inhaling (2) Alcohol and Tobacco - description of alcohol - Types of alcoholic drinks and tobacco - reasons for drinking or smoking - effects of smoking

(1) Uses charts to explain ways drugs can be taken into the body (2) Uses posters to explain to the pupils the differences between alcohol and tobacco (3) Leads pupils to discuss reasons why people drink and smoke

(1) Listen to the teacher and ask questions (2) Participate in classroom discussions and group activities (3) Answer teacher’s questions

(1) Posters showing different alcohol and tobacco

Pupils to: (1) State the ways drugs can be taken into the body (2) Differentiate between alcohol and tobacco (3) State at least one reason why people smoke or drink (4) Differentiate between the effects of alcohol and tobacco on human health

10 Drug Education Pupils should be able to: (1) Explain the effects of drug abuse on an individual (2) List effects drugs abuse on the family (3) List three effects of drug abuse on the society

Effects of drug abuse on: - Individuals - Family - Society

Discusses the effects of drug abuse on individuals, family and society

Participate in classroom discussions

Posters showing various drugs

Pupils to list three effects of drug abuse on (i) Individuals (ii) Society (iii) Family

11 Drug Education Pupils should be able to: (1) Define herbal medicine (2) Differentiate between NAFDAC registered and listed herbal medicine

Herbal Medicine - Definition of herbal medicine - Functions of NAFDAC

(1) Explains the meaning of herbal medicine (2) Teacher guides the pupils to identify, NAFDAC listed and

(1) Define herbal medicine (2) Differentiate NAFDAC listed and registered herbal medicines

(1) NAFDAC symbol for registered herbal medicines (2) Samples of herbal medicines

Pupils to (1) Define herbal medicine (2) Explain the symbols for NAFDAC registered and listed herbal medicines

23

registered herbal medicine. (3) Guides the pupils to mention functions of NAFDAC

(3) State functions of NAFDAC

12 – 13

EXAMINATION

INFORMATION TECHNOLOGY PRIMARY FIVE

1ST TERM




ACTIVITIES PUPILS

ACTIVITIES

1 REVIEW OF PRIMARY FOUR WORKS / WELCOME TEST

2 – 3 Computer Games

Pupils should be able to (1) Define computer games (2) Give three examples of computer games

Computer Games - Meaning - Examples of Computer games e.g. (a) Mario (b) Dave (c) Scrabble (d) Digital Puzzle (e) Solitaire

Leads pupils to discuss the meaning and examples of computer games

Participate in class discussions

Computer with adventure games e.g. Test drive, Dave etc. Installed.

Pupils to (1) State the meaning of computer games (2) Give at least three examples of computer games


Pupils should be able to load a computer game

Loading a computer game.

Explains the steps to load a computer game.

(1) Listen to the teacher (2) Answer leading to questions on the steps to load a computer game.

(1) Discarded computer games (2) Computer adventure games e.g. Test drive, Prince etc. installed

Pupils to mention steps to load a computer game

7 MID – TERM TEST


Pupils should be able to: (1) Play the games

Playing a computer game. - Academically inclined adventure

Displays latest adventure games

(1) Play adventure computer games to predict

Computer adventure games e.g. Prince, Test drive, Mario etc. installed

Pupils to: (1) Play computer

24

(2) Predict actions of the key players. (3) Suggest possible solutions to the key problems

games e.g. Prince, Test drive, Mario, Dave etc.

(2) Demonstrates adventure game e.g. prince, Mario (3) Ask leading questions on the problems encountered by the adventurers.

actions and results. (2) Provide answers to teacher’s questions.

adventure games in groups. (2) Predict the action of the key players (3) Suggest possible solutions to the key problems

11 REVISION

12 – 13

EXAMINATION


2ND TERM






2 – 6 Care and Protection of Computers

Pupils should be able to list ways of talking good care of a computer system

Steps for caring for computer Hardware - Position the computer properly - Keep in an appropriate (air conditioned) environment - Avoid liquid dropping into the system - Avoid food particles - Use dust covers

(1) Demonstrates ways of caring for the computer (2) Guides pupils to clean the system using neat duster

(1) Watch teacher’s demonstration on care of computer (2) Participate in caring for the computers in the school computer laboratory

(1) Neat duster (2) cotton wool (3) Computer System (4) Furniture (5) Spirit (6) Antivirus CD

Pupils to name three ways of caring for the computer

25

- Unplug the system when not in use for long etc.

7 MID – TERM TEST

8 – 9 Care and Protection of Computers

Pupils should be able to state reasons for taking care of computers

Reasons for taking care of computer - Avoid damages - Protect the system - Prolong the life of the files in the system - Make the user comfortable for maximum efficiency etc.

(1) Explains to pupils why they need to take good care of the computer system (2) Guides the pupils to make roster for caring for the school computers

(1) Listen to the teacher, ask and answer questions (2) Participate in class discussions (3) Clean the computer system in the school.

(1) Neat duster (2) Cotton wool (3) Computer system (4) Furniture (5) Spirit Antivirus CD

Pupils to give two reasons for caring for the computer

10 Care and Protection of Computers

Pupils should be able to list ways of protecting computers

Ways of protecting computers e.g. - Use of password - Use of antivirus etc.

Explains ways of protecting computers using password and antivirus

Examine antivirus packages and how to work

(1) Computer (2) Antivirus CD (3) Cotton wool (4) Spirit etc.

Pupils to list two ways of protecting computers

11 REVISION

12 – 13

EXAMINATION

26


3RD TERM






2 – 3 Internet Pupils should be able to define: (1) The internet (2) World wide web (www) (3) Electronic mail (e-mail) (4) e-mail address (5) Website

Terms and their meanings - Internet (the largest computer network in the world). - e-mail address - world wide web (www) etc.

Leads the pupils to define the internet, e-mail address, website, web browser etc.

(1) Participate in class discussion (2) Watch teacher’s demonstration

Internet connected computer lab or cyber café

Pupils to describe the following - Internet - world wide web (www) - electronic mail (e-mail) - website - e-mail address

4 – 5 Internet Pupils should be able to identify - Internet browser on the computer - e-mail address - website address on the address bar.

(1) Internet browser - Microsoft Internet Explorer - Netscape - Mozilla etc. (2) Creating e-mail account

(1) Uses chart or android phones to discuss the internet browsers with the pupils (2) Organizes visit to cybercafé near your school (3) Guides pupils to create e-mail accounts - write valid samples of e-mail and website addresses

(1) Listen to the teacher’s explanation (2) Visit a cyber café (3) Identify internet browser on the teacher’s android phone (4) Create e-mail accounts, write valid samples of e-mail and website addresses.

(1) Android phone (2) Internet Connected computer laboratory or cyber café

Pupils to (1) List three internet browsers (2) distinguished between e-mail and website addresses

6 Internet Pupils should be able to send and receive e-mail

Sending and receiving e-mail

Guides pupils to send and received mails

Visit a cybercafé to send and receive mails.

Internet connected computer lab or cyber café

Pupils to send and receive mails on the computer system

27

7 MID – TERM TEST

8 Internet Pupils should be able to access the internet

Chatting on the Internet

Guides pupils to chat on the internet

Chat on the internet (1) Internet connected computer laboratory or cyber cafe (2) Android phone

Pupils to mention steps to follow when chatting on the internet

9 Internet Pupils should be able to mention the benefits of internet

Uses and benefits of internet - To search for information - To share information - To access e-books - for e-learning - to shop online etc.

(1) Discusses the benefits of the internet to the pupils. (2) Demonstrate the uses on the computer system connecting to the internet.

(1) Listen to the teacher (2) State the benefits of the internet

Internet connected computer lab or cybercafé

Pupils to state three uses of internet

10 Internet Pupils should be able to mention the misuse of the internet

Abuses of internet - Fraud - Pornography - Hacking - Virus attack

Explains the misuse of the internet to the pupils.

(1) Listen to the teacher’s explanation (2) Participate in class discussion

Inter connected computer lab or cybercafé

Pupils to state two abuses of internet

11 REVISION

12 – 13

EXAMINATION

28

Documents

BASIC SCIENCE PRIMARY FIVE 1ST TERM