Primary One Scheme Of Work First , Second And Third Term

Igbo Language—————————————

Yoruba Language———————————–

Basic Science—————————————

Basic Technology———————————-

Physical & Health Education——————-

Computer Studies (ICT)_————————

Home Economics———————————-

Agriculture——————————————-

Entrepreneurship———————————-

Christian Religious Studies——————–

Social Studies————————————-

Civic Education————————————

Security Education——————————-

Pupil Good morning papa, how do you do? Papa: Good morning Tunde. How do you do?” Greetings at school e.g. Pupil “Good morning Madam/Sir/Mr. Olu.” Teacher Good morning –Amaka Greeting: in the community; to neighbours, elders/ clan heads nurse, doctor etc.

Demonstrates appropriate greeting for each character

Encourage pupils to greet one another with appropriate gestures

Give commands and demand appropriate responses from pupils.

Introduction, such as, What is your name? “ My name is Aisha what is your father’s /mother’s/ brother’s/ sister’s name?”

(READING HABIT)

– First and last word on a page

– Where to being reading of printed words on a page write some familiar words on the board and guides the pupils to read and point at the words as they read from left to right.

1. We eat with our hands 2. Identification of objects

3. Drawing of objects etc.

-Domestic animals e.g. cats, dogs, goats, sheep wild animals e.g. lion, tiger elephant.

(Phonics)

1). What is your name? My name is Bola’

2). What is your father’s name? My father’s name is Ibrahim.

Teacher leads pupils to give correct answers to the questions.

Pairs pupils and guides pupils as they take turns to ask one another question and answer them.

Phonics practice.

Guides pupils to blend the sounds of letters to form words eg a – ant b – bet c – cap e.t.c.

Guides and directs drill exercises on blending sounds of letters to make new words.

U Z

Row –Row – Row your boat gently down the stream merrily merrily merrily merrily life is but a dream.

A Z

i) Flag ii). Play ground iii). Field iv). Fence v). Flowers

i). a ball ii). A school

a ball, a pencil, a bag. Etc.

K T.

Guides pupils to read given Three letter words using sounds.

Blend letter sounds to form words :and segment words in to letter sounds

(i) /i:/ best (ii) /ᴐ:/ flowl iii) /ᴐi/ toy iv) /au/ fow.

Identify plural forms bag bags , one book two books, one pencil – two pencils.

One = 1

Two = 2 etc.

Display word chart on the wall call on pupils to match words printed on flash cards to the words on the wall

Ask pupils to imitate the sounds of the various animals.

Use possessives in sentences and encourages pupils to repeat examples given.

Guides pupils to repeat sounds of rhyming words in the songs and rhymes.

Writes down set of words on the board and lead pupils to identify words sets that rhyme.

Expressing gratitude through role play. Expressing farewell in various ways and situations

Make sentences expressing gratitude to children, parents and elders.

Asks pupils to repeat the sentences.

Make sentences expressing farewell in various ways e.g. goodbye, farewell bye-bye

Pronouns e.g. she, he, they, it, etc.

Teacher guides pupils to repeat sounds of rhyming words.

Give examples of plural forms many, or more than one. Two or more.

Eat – ate

Come – came

Go – went

Teacher leads pupils to give correct answers to questions pairs pupils and guides them as they take turns to ask one another questions and answer them.

Punctuation marks:

-comma ( , )

-full stop ( . )

-question mark (?)

Teacher guides pupils to locate common texts.

Guide pupils to read given three letter words using sounds.

Identification of present actions

1. I am
2. You are
3. I am a boy
4. Are you a girl?
5. Yes I am a boy

– sounding out words in text

– break words into smaller words

– words parts (compound words, digraphs)

– apply long and short vowels

Read words placed in a row leg doll – dat – dill and match text to the words.

Pronunciation of words syllable by syllable while clapping and counting syllables in words.

Decoding strategies words parts (compound words, digraphs)

Apply long and short vowels.

Build words by blending words parts (long vowels/ short vowels / diagraphs etc to form new words.

a. This is my pen

b. This is your pen

c. This is her pen

Forms that show ownership list possessive in sentences and encourages pupils to respect his examples.

Give me my pencil

I want to goto my house

Guide pupils to read letter of the alphabets

Pupils match all the given materials available to match in sequence.

Pupils match in response to the tasks given.

2. Teacher writes sentences on the board and let pupils name letters in the sentences.

Identify given objects by name and colours

Pupils ask questions to inquire of number of e.g. Objects in the home

– on the board

– in their exercise books.

Displays word chart on the wall and call on pupils to match.

I wash every Saturday.

I go to church every Sunday.

I go to Mosque for Juma’at prayer every Friday.

I can drink tea.

You can eat bread.

She cannot eat soap.

I drank tea today

I drank tea yesterday.

/a/ – apple = a

/b/ – ball = b

/k/ – cat = c

i. Collecting, sorting and classifying objects leading to the idea of numbers 1- 5

ii. Identification of numbers of objects 1-5

iii. Reading of numbers 1- 5

iv. Writing of numbers 1- 5

v. Ordering of numbers up 1 – 5

1. Mixes the collection and ask pupils to sort
2. Guides pupils to form groups of collection
3. Read number 1 – 5
4. Guide pupils to write numbers 1 – 5

Pupils:

1. Sort collections according to types
2. Classify mixed collections by forming groups for objects
3. Read and write numbers 1 – 5
4. Arrange objects in magnitude

Instructional Resources:

Counters: stones, beans, bottle tops, leaves, nylon bags, number cards etc.

i. Identifying the symbol Zero (0)

ii. Reading of symbol 0

iii. Writing of symbol

iv. Creating zero situation e.g. removing objects from the bags till nothing is left in the bag.

i. Put one stone in a bag, 2 in another, 3 in another and 0 in another.

ii. Guides pupils to recognize and write the symbol 0

iii. Remove stones from bag till nothing is left.

Pupils

i. Put stones into the bags as directed by the teacher.

Instructional Resources:

Stones, seeds, bottle cover etc.

i. Sorting and classifying objects leading to ideas of 6-9

ii. Identification of number 6 – 9

iii. Counting and Reading of numbers 6-9

iv. Writing of number 6 – 9

v. Ordering number 6 – 9

i. Guides pupils to classify groups of similar objects

ii. Lead pupils to identify numbers that add up to 6

iii. Guide pupils to count, read, and write numbers 1-9

iv. Lead pupils to write numbers in order of their magnitude

Pupils:

i. Sort and classify collection

ii. Identify numbers 6-9 using flash cards

iii. Count, read and write numbers 1 – 9

iv. Arrange number 6-9 in magnitude.

Instructional Resources:

Counters: balls, pebbles, button, bottle tops, leaves and oranges, flash cards of numbers 1 – 9 etc.

i. Recognition of 10 as a group

ii. Reading and writing numbers 1 – 10

iii. Reading and writng numbers 10 – 20

iv. Use of place value – Tens and Units (i.e. T, U)

i. Leads pupils to recognize, record and write number 10.

ii. Give a group of objects that have 2 digit numbers to pupils

iii. Ask them to group in tens and keep the remainder aside.

iv. Lead pupils to recognize that 11 is a group of 10 and 1

Pupils

1. Sort collection in 8, 9 and 10
2. Recognize, read and write number 10
3. Count 11 – 20 (objects)
4. Count values under tens and units as well as writing such values.

Instructional Resources:

Counter; bottle tops, button, balls, toes and fingers etc.

1. Identification of numbers 1-99
2. Counting of numbers 1-99
3. Reading of numbers 1-99
4. Writing of numbers 1-99

i. Uses teaching resources to assist pupils identify and read numbers 1 – 99

ii. Guides pupils to write numbers 1 – 99

Pupils:

-Read numbers 1 – 99

– Write numbers 1 – 99

Instructional Resources:

Flash cards of number, etc.

i. Introduction to the concept of fraction as a part of a whole

ii. Identification of half (1/2)

iii. Identification of quarter (1/4)

iv. Colour parts of a whole

1. Present each object as a whole
2. Cuts objects into equal parts of two
3. Cuts an object e.g. orange into four equal parts.
4. Asks pupil to colour ½ and ¼ of shapes in their books.

Pupils:

i. Practice writing objects into 1 and ¼

ii. Matching drawings of ½ and ¼ of objects with cutting of ½ and ¼

iii. Colour ½ and ¼ of shapes in their workbook

iv. Give examples of things that can be shaded into ½ and ¼

v. Suggest reasons for sharing things into ½ and ¼

Instructional Resources:
Oranges, apples, paper cuttings of shapes, coloured pencils and pair of scissors.

i. Adding whole numbers with sum less than 5

ii. Adding whole numbers with sum less than 10

iii. Adding whole numbers with sum less than 20

iv. Adding 2-digits numbers with sum greater than 40.

i. Group objects to form sums less than 5 and give total

ii. Group objects up to nine to;

• Form sums less than 10
• Form sum less than 18

iii. Group objects to form sums not greater than 40

iv. Lead pupils to give example of every day life where accuracy is needed.

Pupils:

i. Groups objects to form sums less than 5 and count the total

ii. Combine the following objects counting the total:

• Two or more similar objects less than 10
• 3 similar objects less than 18
• 2 groups of 2-digit numbers less than 40

Instructional Resources:

Orange, balls, leaves, bottle tops, number beads etc.

i. Subtract from whole numbers not greater than 9

ii. Subtract from whole number not greater than 18

iii. Mentioning activities where accuracy in subtraction is needed.

i. Guides pupils to group set of object into

1-18

ii. Lead pupils to take away a lesser number from a group

iii. Leads pupils to give examples of accuracy situations.

Pupils:

i. Group objects into 1-9

ii. Count and remove a lesser number from a group

iii. Give examples of everyday life where accuracy in subtraction is needed.

Instructional Resources:

Stones, oranges, bean seeds, balls, bottle top, number beads etc.

i. Performing the addition operation with whole numbers, without using objects.

ii. Performing the subtraction operation without using objects.

iii. differentiating between addition and subtraction using place value not exceeding tens and units (T U).

i. Guide pupils to form two sets of unequal numbers

ii. Guides pupils to count the smaller set and discover how many sets are needed to meet up to the bigger group e.g. 8+( ) = 9

Pupils

i. Groups objects into two of unequal numbers.

ii. Count them the numbers to ascertain how many are needed to complete it.

Instructional Resources:

Pebbles, beads, bottle tops, numbers etc. Beads, oranges.

i. Finding missing numbers in open sentences e.g. 8+( ) = 9

17 – ( ) = 9

i. Guides pupils to collect sets of objects and form two groups of known unequal numbers.

ii. Guides pupils to discover the difference.

Pupils:

i. Group objects into two of unequal numbers.

ii. Count objects to notice which one to complete and how many.

Instructional Resources:

Pebbles, beads, oranges, numbers

Instructional Resources

Pebbles, beads, bottle tops, numbers etc. Beads, oranges.

i. Finding missing numbers in open sentences e.g.15+( ) = 32

37-( ) = 20

i. Guides pupils to note the process of increasing numbers

ii. Guides pupils to note how to find out the differences between numbers.

Pupils:

i. Crosscheck the need for accuracy

ii. Give examples of activities needing accuracy of addition.

Instructional Resources:

Pebbles, beads, bottle tops, numbers etc. Beads, oranges.

i. Finding missing numbers continues

ii. Simple word problems leading to addition

iii. Simple word problems leading to subtraction

i. simple word problems leading to addition

ii. Simple word problems leading to subtraction.

i. Guides pupils to count sets of numbers together

ii. Guides pupils to count all the objects together and take away.

Pupils:

i. Gather objects count them all together to produce result.

ii. Count all the sets together and take away the needed numbers.

Instructional Resources

Bottle tops, beads, pebbles etc.

i. Recognition of Nigerian Coins e.g. 25k, 10k, 5k, 1k, and ½ k

ii. Sum of two or three coins.

Leads pupils through suitable activities to recognize the different Nigerian currencies.

Pupils:

Engage in sorting out the denominations and identify them.

Instructional Resources:

Actual coins, paper money etc.

i. Shopping with a 10k pieces and receiving change

ii. Tracing of coins.

i. Guides pupils to establish shopping corner in the class

ii. Guides pupils to gather empty cans of items (e.g. for sale) and money.

Pupils:

i. Gather all the items for the shopping corner.

ii. Groups themselves into seller and buyers.

Instructional Resources:

Coins – 1k, 5k, 10k, N1.00, paper coins.

i. The idea of length

ii. The unit of measuring length

iii. Comparison of length of two or more objects to develop the idea of “longer than and “shorter than”.

i. Directs pupils to move using steps to measure the length

ii. Guides pupils to use arm length to measure the width of the classroom.

iii. Use sticks of different length.

Pupils:

i. Move with calculated steps

ii. Use hand to measure objects in the classrooms

iii. Measure the length of the floor in their classroom.

Instructional Resources:

Pencil, sticks, classroom, pupils themselves.

i. Ordering of lengths of objects

ii. Measuring the length of objects using natural units such as hand span, steps, arms length, stride etc.

i. Directs pupils to gather objects of different lengths

ii. Arrange them in order of magnitude

iii. To measure these objects with stripes, robe, hands etc.

Pupils:

i. Gather objects of different lengths

ii. Arrange them according to length

iii. Measure and record.

Instructional Resources:

Pencil, space-classroom, sticks, hands.

i. Value of length

ii. Ordering of length

i. Guides pupils to identify value of length

ii. Guides pupils to state why lengths need to be ordered.

Pupils:
i. Identify the value of length

ii. State the importance of orderliness

Instructional Resources:

Ruler, measuring tape.

i. Idea of capacity as way of measuring liquid, grains, sand etc.

ii. Units of measuring capacity

iii. Identifying different sizes of

i. Directs pupils to gather contains of different sizes and volume

ii. Fetch water.

Pupils:

i. Gather containers of different sizes

ii. Fetch water to fill the containers.

Instructional Resources:

Cans of different sizes, water.

i. Comparison of capacity of container.

ii. Ordering of capacity of container

iii. Value of capacity

i. Guide pupils to say the uses of the empty containers.

ii. Guides pupils to arrange the containers according to the size and things it can contain.

Pupils:

i. Say the uses of the empty container

ii. Arrange the container according to the size and things it can contain.

Instructional Resources:

Cup, bucket, empty container, water.

i. Idea and unit of weight

ii. Ordering of weight of objects

iii. Lifting objects

iv. Estimating weight of objects i.e. heavier than or lighter than.

v. Comparing weight of objects.

i. Have idea of weight and unit of weight.

ii. Order the weight of objects

iii. lift two different objects

iv. Compare the weight of the two objects.

Pupils:

i. Same as above.

Instructional Resources:

Weight balance – see saw etc.

i. Concept and unit of time

ii. identifying activities suitable for different time of day e.g. morning, afternoon and evening.

iii. Days when certain activities are taken e.g. today, yesterday.

i. Guides pupils toward the movement of hand of wall clock.

ii. State the time when certain things are done e.g. sleep, go to school.

iii. Play a drama on time and events to do certain things.

Pupils:

i. Observe the movement of the hand of wall clock

ii. State the time when certain things are done.

iii. Play a drama on time and events to do certain things.

Instructional Resources:

Wall clock, charts indicating activities peculiar to different period of the day.

i. Counting in bundles up to 40

ii. Writing numbers in form of Tens and unit e.g. 43 = 4tens and 3units.

iii. Adding the tens with the aid of sticks, seeds, cover bottle etc.

i. Guides pupils to count in bundles e.g. 5, 10, 15, 20 upto 40

ii. Write numbers inform of tens and units. E.g. 43.

iii. Add with the aids of sticks, seeds, cover bottle etc.

Pupils:

i. Count in bundles

ii. Write numbers inform of tens and unit e.g. T U

4 3

iii. Add with the aids of sticks, seed, cover bottle etc.

Instructional Resources:

Sticks, seeds, bottle tops, beads etc.

i. Using concrete objects in expanding numbers e.g.

21-1 = 20

14-4 = 10 etc.

Take a group of objects and take away a lesser number e.g. 14-4 = 10.

Pupils:

Take a group of object and take away a lesser number e.g. 14-4 = 10.

i. Introducing the concept of number line (positive part only).

ii. Reading numbers on the number line.

Guides pupils to order numbers on a straight line. 0-1-2-3-4-5- etc.

ii. Read the number on the number line.

Pupils:

i. Order numbers on the straight line

ii. Read the numbers on the number lines

Instructional Resources:

Charts, aboard ruler.

i. Reading positive and negative numbers on the number line, 0 inclusive.

ii. Concept of subtraction on a number line.

Guides pupils to read positive parts and negative parts of number line 0 inclusive.

Pupils:

Read positive parts and negative parts of number line 0 inclusive.

Instructional Resources:

Chart, a board ruler

i. Identifying and naming of 2 dimensional shapes rectangles and circle.

ii. Distinguishing between squares and rectangles

iii. Drawing of different types of 2-dimensional shapes.

iv. Values of squares, rectangles and circular shapes.

i. Guides pupils to identify and naming of 2-dimensional shapes

ii. Distinguish between square and rectangle

iii. Draw different types of 2-dimensional shapes

iv. Value of square rectangle and circular shapes at home.

Pupils:

i. Identify and naming of 2-dimensional shapes

ii. Distinguish square and rectangle

iii. Draw different types of 2-dimensional shapes values of square rectangle and circular shape at home.

Instructional Resources:

Square shapes, Rectangle, table, door, exercise books, triangle etc.

i. Identifying

– cubes

– cuboid

– cylinder

– sphere

ii. Naming cubes, cuboids, cylinders and sphere/

iii. Distinguishing between cubes and cuboids.

Guides pupils to identify shapes like cube, cuboid, cylinder sphere.

Pupils:

Identify shapes like cube, cuboid, cylinder, sphere.

Instructional Resources:

Empty carton, magi cube, ball, tin etc.

i. Collection of different types of 3-dimensinoal objects.

ii. Categorizing the objects collected according to cubes and cuboids.

iii. Value of solid shapes in home and environment.

i. Guides pupils to distinguish between cubes and cuboids.

ii. Leads pupils to mention the solid shapes in the home and environment.

Pupils:

i. Distinguish between cubes and cuboids.

ii. Mention the solid shapes in their homes and environment.

Instructional Resources:

Cubes, cuboids, cylinders, sphere.

i. Days of the week

ii. Reading clock; hour, minutes and seconds

iii. Differentiating between hours, minutes and second’s hand in a clock.

i. Guides pupils to state when things are done at school and homes.

ii. Guides pupils as they study a clock noting the hands of the clock.

Pupils:

i. State when things are done at school and homes.

ii. Study a clock noting the hands on it.

Instructional Resources:

i. A clock, watch etc.

ii. Activity chart showing period of the day.

i. Drawing clock, indicating a given time e.g. 5 O’clock, 6 O’clock, time of going to school and time of closing from school.

ii. Drawing clock, indicating on a given time e.g. half past One etc.

i. Guides pupils as they draw clocks.

ii. guide pupils to indicate the hour on the clock.

iii. Lead pupils as they tell the time.

Pupils:

i. Draw wall clocks

ii. Indicate the hour on the clock

iii. Tell the time.

Instructional Resources:

Wall clock etc.

i. Coins and notes of Nigerian currency

ii. Idea of Kobo and Naira i.e. 100kobo = 1Naira.

i. Guides pupils as they recognize denomination of Nigerian coin

ii. Uses flash cards to show addition of coins.

Pupils:

i. Sort coins into denominations from collection

ii. Adds coins using flash cards.

Instructional Resources:

Actual coins, model coins etc.

i. Collection of different data i.e.

-age of pupils

-height of pupils

ii. Grouping of data collected according to ages and height.

i. Guides pupils to mention their ages

ii. Lead pupils to measure their heights.

Pupils:

i. Mention their ages

ii. Measure their heights

iii. Group themselves according to their ages and heights.

Instructional Resources:

Card written ages, wall rule etc.

Sunayen abubuwa: masu raid a marasa rai

1. Masu rai misali doki, kaza, ayuka,kifi
2. Marasa rai misali mota, kofi, taburi da sauransu

1. Kawo sunayen abubuwa daban-daban. Masu rai.

Maimaita ayyukan mako na ɗaya. Sanayen abubuwa.

Ladabi da biyyaya: Ma’anar ladabi, ma’anar biyyaya.

1. Su iya bayana hali na gari.

Ladabi da biyyaya misali tarbiya dasauransu.

Kalmomin aiki: misali tafi, sha, karatu, wanki, wasa da sauransu

1. Jagoranci
2. Bayani
3. Tambayoyi

Gaisuwa: ma’anar gaisuwa. Yanayin lokacin gaisuwa a misali safe, rana, yamma.

1. Jagora
2. Kawo misali gaishe-gaishe
3. Tambayoyi

Taɗi: ma’anar taɗi misali hire, tsakanin aboki da aboki, kawa da kawa, ya da uwa da sauransu.

1. Jagoranci
2. Bayyana sanan kani da aboki, da kanwa ds.

Wasan ƘwaiƘwayo: indar was an ƘwaiƘwayo. Misali was an ƘwaiƘwayo : dan dali, talabijin,nradiyo, majigi.

1. Jagoranci
2. Bayani akan was an kwaikwayo
3. Tambayoyi

Tsabta: Ma’anar tsabta da misalin su.

1. Jagoranci
2. Bayani
3. Tambayoyi

Kiɗaya: daya zuwa ashirin (1-20)

1. Jagoranci
2. Fadar misalin aikalamin kidaya

Rubutattun wasan ƘwaiƘwayo

1. Jagoranci
2. Bayani
3. Tambayoyi

Ranakun mako

Karatu kafin fara babbaku misali. Tantance sunaye da hotune

Bayani

Tambayoyi

Wakokin yara: ma’anar waka, ire-iren waƘoƘi.

Kawo rabe-rabe waka

Rerawan da sauransu

WaƘoƘin yara:

1. Yara mata
2. Yara maza

Kawo rabe-rabe waka

Rerawan da sauransu

Kulawa da iyali misali uwa da uba

Kulawa da iyali: Yin biyeya, ayyukan uwa da uba

Bayani da

Tambayoyi

Karatun babbuka misali b, ɓ, c, d, ɗ, da sauran su

Rubuta bakake allo

Tambayoyi

Karatun babbaku:

Bayani da rubuta bakake a allo

Kulawa da iyali misali inna da goggo

Bayani akan iyali

Kulawa da iyali misali kawu, yaya, kaka da sauransu.

Bayani

Tambayoyi

Rubutu kafin fara babbuka

Bayani

Tambayoyi

Rubutun babbaku

A.Tatsuniya: Ma’anar tasuniya

b. Ƙwatanci tasuniya

Bayani tsuniya

Tambayoyi

Tasuniya: Ire-ire tasuniya.

Bayani

Ire-iren tasuniya

Tambayoyi

Tasuniya: muhimancin tasuniya

Bayani akan muhimanci tasuniya

Tambayoyi

Misalen kayan al’adu

Tambayoyi

Misalen kayan al’adu

Tambayoyi

Rubutu babbaku

Bayani da

Tambayoyi

Rubuta wasullan hausa. Misali I,e,a,o,u.

Bayani da

Tambayoyi

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

2.

3.

4.

IZUỤKA

5.

6.

7.

8.

9.

10.

11.

12.

13.

MKPỤRỤEDEMEDE IGBO (Abịdịị)

Mkpọpụta na ọdide abịdịị Igbo ndị nnukwu

MMAKỌ MKPỤRỤEDEMEDE NDỊ NNUKWU NA NDỊ OBERE

Iji mkpụrụ Abịdịi mepụta mkpụrụokwu dịka: A = Aka, B = Bọọlụ, Ch = Oche, dgz.

IME IHE E KWURU

Okwu ndị na-egosị ihe a ga-eme dịka: nọdụ, kwụrụ ọtọ, gbaa, kụọ aka, kpudo isi dgz.

EKWUMEKWU:

1. Ịkpọgasị

ihe aha dịka akụkụ ahụ

mmadụ

2. Ịkwọwa/ikwu ọdịdị ihe ndị dị

na gburugburu

3. Ụda ndị a nụrụ na gburu-

gburu

ISIOKWU/NDINISIOKWU

ABỤ ỤMỤAKA

1. Abụ ụmụaka dị iche iche

dịka abụ ndị e ji eku nwa

2. Uru dị n’abụ ụmụaka/abụ

e ji eku nwa

EKELE

1.Ekele utụtụ, ehihie na

anyasị

2. Oge e ji ekele ekele ndị a

3. Etu e si ekele ekele ndị a.

ONỤỌGỤGỤ (0-20)

1. Mkpọpụta ọnụọgụgụ

2. Ngụtalị ọnụọgụgụ

3. Odide ọnụ ọgụgụ

4. Igwu egwuregwu ọnuọgụgụ:

otu, abụọ tụtụrụ akị, atọ anọ

tipịa ya, ise, isii tụba n’ọnụ,

asaa, asatọ tapịa ya, toolu, iri, loo

mmiri ya dgz.

EZIAGWA

1. Agwa ndị ziri ezi dịka:

ikwu eziokwu, ịkele ekele,

ịsọpụrụ ndị tọrọ gị, ịbịa

akwụkwọ n’oge dgz.

2. Uru na ọghọm dị n’ịkpa na

akpaghị eziagwa

ONỤỌGỤGỤ (21-40)

1. Mkpọpụta ọnụọgụgụ

2. Ngụtalị ọnụọgụgụ

3. Odide ọnụ ọgụgụ

ỌGỤGỤ ESERESE DỊ N’AKWỤKWỌ ỌGỤGỤ HA

1. Ịhụta na ịhụba ihe ama

2. Ịhụta ihe ndị dị n’eserese

3. Ịgụpụta/ịkọwapụta ihe

eserese na-egosi

4. Nkọwa eserese

EKWUMEKWU: Ihe mere n’oge ụtụtụ n’ụlọ ha nakwa n’ama egwuregwu

MMỤGHARỊ IHE A KỤZIRI NA TAM

ULE

IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ige ntị

2. Ịgụpụta abịịdị Igbo

3. Ịrụgosi ha n’ugbọ ojii

4. Iji ha mepụta mkpụrụokwu

NGWA NKỤZI

Akwụkwọ ọgụgụ, ụgbọ ojii, , chaatị,kaadị mgbubam (flash card), dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịgụ mkpụrụedemede ndị nnukwu

na ndị obere

2. Idepụta ha

3. Igosipụ nke bụ nke

4. Iji ha mepụta mkpụrụokwu

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ime ihe ekwuru

2. Isịrịta onwe ha mee ihe e kwuru.

3. ide ihe odide

NGWA NKỤZỊ

Eserese, kaadị mgbubam (flash card), akwụkwọ ọgụgụ, ụmụaka n’onwe ha.

IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ịkpọpụtasị na ịrụgọsị akụkụ ahụ

mmadụ ụfọdụ

2. Ịkpọgasị aha ihe ndị ha hụrụ na

gburugburu ha

3. Ịkọwa ihe ha hụrụ/nụrụ na

gburugburu ha

3. ịkparịta gbasara ihe ha hụrụ na

ụda ha nụrụ na gburugburu

NGWA NKỤZI:

Eserese/foto na -egosi akụkụ ahụ, ngwa mmetụaka, ụgbọ odee, redio, tepụ rekọda na tiivi.

IHE OMUME NA NGWA NKỤZI

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịgụ abụ

2. Ikwe abụ n’isi

3. Ịjụ na ịza ajụjụ

4. Izipụta mmasị na obi ụtọ ha site n’isinye n’abụ a na-agụ

NGWA NKỤZI

Eserese, ngwa egwu, redịọ, ụmụaka n’onwe ha, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ikwu ekele dị iche iche ha na-ekele

2. Ikelerita onwe ha

3. Ịgụ uri /egwu na-eso ekele

NGWA NKỤZI

Eserese onye/ndị na-ekele ekele dị

iche iche, akwụkwọ ọgụgụ, ụmụaka n’onwe ha, tepụ rekọda, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịkpọpụta ọnụọgụgụ

2. Ịgụpụta ọnụọgụgụ

3. Ịrụgosi ọnụọgụgụ

4. Idetalị ọnụọgụgụ

NGWA NKỤZI

Chaatị, akwụkwọ ọgụgụ, okwuchi karama, mkpụrụokwe dị iche iche.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ige ntị na ịza ajụjụ

2. Ikwupụta agwa ndị ziri ezi

3. Ikwu uru na ọghọm dị n’ịkpa

maọbụ akpaghị ezi agwa

NGWA NKỤZI

Ụmụaka n’onwe ha, akwụkwọ ọgụgụ, tepụ redio, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịkpọpụta ọnụọgụgụ

2. Ịgụpụta ọnụọgụgụ

3. Ịrụgosi ọnụọgụgụ

4. Idetalị ọnụọgụgụ

NGWA NKỤZI

Chaatị, akwụkwọ ọgụgụ, okwuchi karama, mkpụrụokwe dị iche iche.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịkọwa ihe ha chere na-eme

na-eserese

2. Ịgụpụta ihe eserese na-egosi

3. Ịkparịtaụka gbasara ihe ha chere

na-eme n’eserese.

NGWA NKỤZI

Eserese/foto, tivii na akwụkwọ ọgụgụ.

IHE ỤMUAKWỤKWỌ GA-EME:

1. Ikwu ihe mere n’oge ụtụtụ n’ụlọ ha

2. Ikwu ihe mere n’ama egwuregwu ha

NGWA NKỤZI

Ụmụaka n’onwe ha, akwụkwọ ọgụgụ,dgz.

i. Ịmụbawanye Mkpụrụokwu

ii.Ikwu okwu were were n’usoro

akwụkwọ ọgụgụ

1. Ịgụpụta mkpụrụokwu

2. Ịrụgosi mkpụrụokwu

3. Idepụta mkpụrụedemede

4. Iji mkpụrụokwu mepụta ahịrị-

okwu

NGWA NKỤZỊ

Akwụkwọ ọgụgụ, kaadi mgbubam, tepụ rekọda, ụgbọ ojii, dgz.

i. Ịchọpụta nke bụ nke

ii. Ịgụpụta mkpụrụedemede

1.Ịkpọpụta mkpụrụabịịdị

2. Ịrụgosi mkpụrụabịịdị

3. Ịgụpụta mkpụrụedemede

4. Idepụta mkpụrụabịịdị

NGWA NKỤZI:

Eserese/foto, ngwa mmetụaka, ụgbọ odee, tepụ rekọda na televishọnụ.

i. Nkọwa na ikwu ụzọ dị iche

iche e si edebe gburugburu

ọcha

ii. Ngwa ndị e ji edebe gburu-

gburu ọcha

ii. Mkpa ọ dị idebe gburugburu

ọcha

1. Ikwu ụzọ ha si edebe gburu-

gburu ha ọcha

2. Ịkpọsịta ngwa ndị e ji edebe

gburugburu ọcha

3. Ikwu mkpa ọ dị idebe ebe ha

ọcha

NGWA NKỤZI

Akwụkwọ ọgụgụ, ụmụaka n’onwe ha, ngwa ndị e ji edebe gburugburu ọcha, kaadị mgbubam.

i. Nkọwa eserese

ii. Odide mkpụrụokwu

1. Ịkpọpụta mkpụrụokwu

2. Ịrụgosi mkpụrụokwu

3. Idepụta mkpụrụokwu.

4. Ịkọwa ihe ha hụrụ n’eserese

5. Ịjụ na ịza ajụjụ

NGWA NKỤZI

Ụmụaka n’onwe ha, kaadị mgbubam, eserese, akwụkwọ ọgụgụ, dgz.

i. Ịkpọpụta akụkụ ahụ dị iche iche

ii. Ikwu ọrụ akụku ndị a na-arụ

1. Ịrụgosi akụkụ ahụ dị iche iche

2. Ịkpopụta aha akuku ahụ

3. Ikwu ọrụ akụku ahụ hagasị

NGWA NKỤZỊ

Eserese na-egosi akụkụ ahụ mmadụ, chaatị, kaadị mgbu bam, akwụkwọ ọgụgụ, ụgbọ ojii, dgz.

i. Ịgụ abụ ndị ahụ

ii.Ije ejije dị n’abụ

iii.Izipụta mmasi na obiụtọ n’ịgụ

ha site n’isonye n’ịgụ abụ

1. Ịgụ abụ

2. Igwu egwuregwu

3. Iji ejije dị n’abụ

NGWA NKỤZI

Akwụkwọ ọgụgụ, tepụ rekọda, redio, ụgbọ ojii, dgz.

i. Mkpọpụta ọnụ ọgụgụ

ii. Nchọpụta nke bụ nke

iii. Ndepụta nke ọ bụla n’ime ha

1. Ịgụ abụ

2. Igwu egwuregwu

3. Iji ejije dị n’abụ

NGWA NKỤZI

Akwụkwọ ọgụgụ, tepụ rekọda, redio, ụgbọ ojii, dgz.

i. Nkọwa ezinụlọ

ii. Ndị mebere ezinụlọ

1. Ịgụ ọnụọgụgụ

2. Ịrụgosi ọnụọgụgụ

3. ịdepụta ọnụọgụgụ

NGWA NKỤZI

Akwụkwọ ọgụgụ, kaadị mgbubam, ụgbọ ojii, chaatị, osisi, okwuchi karama, mkpụrụokwe, dgz.

i) ỊGỤPỤTA ỤBỌCHỊ DỊ N’IZUỤKA

ii) Iji ụbọchị ndị mebe ahịrịokwu

iii) Ikwu ihe ha na-eme n’ụbọchị dị

iche iche.

1. Ịkpọsta ndị ha na-ahụgasị

n’ezinụlọ ha

2. Ịrụgosi n’eserese ndị nọ ezinụlọ

3. Ịjụ na ide ihe odide

NGWA NKỤZI

Eserese, akwụkwọ ọgụgụ, ụgbọ ojii, kaadị mgbubam.

– Ihe mmụta si n’ime nke ọ bụla

Kalenda Igbo, akwụkwọ ọgụgụ, ụgbọ ojii, dgz.

1. Ige ntị

2. Ịkọtalị akụkọ ifo nke ha

3. Ijụ na ịza ajụjụ

NGWA NKỤZI

Akwụkwọ ọgụgụ, tepụ redio, ụmụaka n’onwe, dgz.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

IDEBE GBURUGBURU ỌCHA

1. Ebe ndị bụ gburugburu anyị dịka:

i) Ụlọakwụkwọ

ii) Ụlọ obibi

iii) Okporoụzọ

2. Ụzọ dị iche iche e si edobe gburu-

gburu ọcha

IDEBE GBURUGBURU ỌCHA

1. Mkpa ọ dị idobe gburu gburu ọcha

2. Nsogbu na-apụta n’edobeghi

gburu gburu ọcha.Ọmụmaatụ,ọnwụ,

ọrịa.

ỌGỤGỤ MKPỤRỤEDEMEDE

(Abịchịị)

1. Mkpọpụta Mkpụrụedemede nke

nnukwu na nke obere

2. Mmakọ mkpụrụedemede ndị

nnukwu na ndị obere

ODIDE MKPỤRỤEDEMEDE (Abịchịị)

1. Ịkpọ mkpụrụedemede

2. Ndepụta mkpụrụedemede nnukwu

ODIDE MKPỤRỤEDEMEDE

(Abịchịị)

1. Ndepụta mkpụrụedemede

2. Mmakọ mkpụrụ edemede na ụda

ya Ịmatụ: n +a= na, g+a= ga,

b+a= ba

EKWUMEKWU

Ịkpọgasị ihe aha: Ọmụmaatụ akụkụ ahụ mmadụ ụfọdụ

ỌNỤỌGỤGỤ (60-80)

1. Ngụtalị ọnụọgụgụ

2. Odide ọnụọgụgụ

AKỤKỌ IFO DỊ ICHE ICHE Dịka

1. Nke metụtara mmadụ na mmadụ

ibe ya

2. Nke metụtara mmadụ na anụmanụ

3. Akụkọ ifo nke na-akụzi ezi

omume /ezi agwa

AKỤKỌ IFO Ọ BỤLA NA IHE MMỤTA SỊ N’AKỤKỌ IFO

1. Nke metụtara anụmanụ na

anụmanụ

2. Akụkọ ifo nke na-akụzi ajọ omume

na ọghọm ya.

3. Akụkọ ifo metụtara ezi omume na

uru ya

EGWU (URI)

Uri dị iche iche dịka egwu ọnwa na egwu mmemme dị iche iche

MMỤGHARỊ NA ULE

ULE NA MMECHI

IHE ỤMỤAKWỤKWỌ GA-EME:

i. Ikwu banyere idebe gburu-

gburu ọcha

ii. ịkparịtaụka gbasara ụzọ ha ga-

esi edebe ebe ha ọcha.

iii. Ijụ na ịza ajụjụ.

NGWA NKỤZỊ

Eserese ngwa ndị e ji ekpocha/edebe gburugburu ọcha dịka azịza, ọgụ, mma, reki, nkọala, hedipanụ dgz.

IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ikwu mkpa ọ dị idebe gburu-

gburu ọcha

2. Ịkọwapụta nsogbu na-apụta

n’edobeghị gburugburu ọcha

NGWA NKỤZI:

Eserese dị iche iche, tepụ redio, akwụkwọ ọgụgụ, ụmụaka n’onwe ha.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịkpọpụta mkpụrụedemede ndị

nnukwu na obere

2. Ndepụta mkpụrụedemede nke

nnukwu

3. Ịmakọ mkpụrụedemede ndị

nnukwu na ndị obere

NGWA NKỤZI

Akwụkwọ ọgụgụ, chaatị, kaadị mgbubam. aja ụrọ dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịkpọ mkpụrụedemede nnukwu

2. Ịrụgosị mkpụrụedemede na

ụda ya

NGWA NKỤZI

Ụmụaka n’onwe ha, kaadị mgbu-bam, akwụkwọ ọgụgụ, ụgbọ ojii, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Idepụta mkpụrụedemede

2. Ịrụgosị mkpụrụedemede na ụda

ya.

NGWA NKỤZI

Ụgbọ ojii, akwụkwọ ọgụgụ, kaadị mgbubam, ụmụaka n’onwe ha.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịkpọpụtagasị na ịrụgosi akụkụ

ahụ mmadụ ụfọdụ.

2. Isepụta akụkụ ahụ hagasị dịka:

anya, ntị, aka, dgz.

NGWA NKỤZI

Ngwa mmetụaka, foto, eserese, ụgbọ ojii, akwụkwọ ọgụgụ.

HE ỤMỤAKWỤKWỌ GA-EME

1. Ịkpọpụta ọnụọgụgụ

2. Ịgụpụta ọnụọgụgụ

3. Ịrụgosi ọnụọgụgụ

4. Idepụta ọnụọgụgụ

NGWA NKỤZI

Chaatị, kaadị mgbubam, mkpụrụ okwe, okwuchi karama, akwụkwọ ọgụgụ, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ige ntị

2. Ịkọ akụkọ ifo nke ha

3. Ije ejije dị n’akụkọ

4. Ikwu ihe akụkọ ifo na-akụzi

NGWA NKỤZI

Eserese, akpụrụakpụ, akwụkwọ ọgụgụ, tepụ rekọda, ụmụaka n’onwe ha.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ige ntị

2. Ịkọ akụkọ ifo nke ha

3. Ije ejije

4. Ịjụ na ịza ajụjụ

NGWA NKỤZI

Ụmụaka n’onwe ha, akwụkwọ ọgụgụ,

eserese, tepụ rekọda, dgz.

IHE ỤMỤKWỤKWỌ GA-EME

1. Ige ntị

2. Ịgụ egwu/uri dị iche iche

3. Ịgba egwu/ ụrị di iche iche

NGWA NKỤZI

Ngwa na ejiji egwudị iche iche dịka: ịgba, udu, ọsha, ogene, eserese na foto.

ÀKÓÓNÚ IŚË

1. ìkíni àti ìdáhùn fún ôjö

2. ìkíni ní onírúurú iśë. Bí àpççrç iśë àgbê, iśë awakõ abbl

1. Darí akëkõö láti fi bí a śe ń kí ni śeré.

2. Fi àwòrán àwôn tó ń kí ara wôn han akëkõö.

AKËKÕÖ

1. Sô ohun tí wôn mõ nípa àśà ìkíni sáájú ìdánilëkõö.

2. Śe àpççrç àwôn oríśi ìkíni tí wôn ti gbö rí

OHUN-ÈLÒ ÌKÖNI

Àwòrán ènìyàn tó ń kí ara wôn

ÀKÓÓNÚ IŚË

Kíkô álífábëêtì Yorùbá sára pátákó ìkõwé

1. Kô álífábëêtì Yorùbá sí ara pátákó

2. Ka àwôn álífábëêtì Yorùbá náà sí etígbõö àwôn akëkõö

3. Ka àwôn álífábëêtì Yorùbá náà kí akëkõö máa pè é têlé e

4. Pe akëkõö láti kà á.

AKËKÕÖ

1. Fi etí sílê bí olùkö śe ń ka álífábëêtì Yorùbá náà.

2. Śe ìdámõ àwôn álífábëêtì Yorùbá náà lára pátákó

3. pè é têlé olùkö bí ó śe ń kà á.

OHUN-ÈLÒ ÌKÖNI

• Pátákó ìkõwé
• Káàdì aláfihàn
• Pátákó çlëmõön

ÀKÓÓNÚ IŚË

Kíkô álífábëêtì Yorùbá sára pátákó ìkõwé láti A – K

Kô bí a śe ń śêdá õrõ pêlú álífábëêtì náà. Àpççrç A- ajá, B – bàtà, D – dòjé, Ç – çyç abbl

1. Kô álífábëêtì Yorùbá láti A – K sí ara pátákó

2. Ka àwôn àpççrç õrõ tí a śêdá náà sí etígbõö àwôn akëkõö

3. Ka àwôn àpççrç náà kí akëkõö máa pèé têlé e

4. Pe akëkõö láti kà á.

AKËKÕÖ

1. Fi etí sílê bí olùkö śe ń ka álífábëêtì Yorùbá náà

2. Śe ìdámõ àwôn õrõ tí a śêdá náà lára pátákó

3. Ka têlé olùkö bí ó śe ń kà á.

OHUN-ÈLÒ ÌKÖNI

• Pátákó ìkõwé
• Káàdì aláfihàn

ÀKÓÓNÚ IŚË

1. Kíkô álífábëêtì Yorùbá sára pátákó ìkõwé láti L – Y.

2. kíkö bí a śe ń śêdá õrõ pêlú álífábëêtì náà. Àpççrç; L – Labalábá, M – Màlúù abbl

1. Kô álífábëêtì Yorùbá láti L – Y sí ara pátákó

2. Ka àpççrç àwôn õrõ tí a śêdá náà sí etígbõö àwôn akëkõö

3. Ka àpççrç àwôn náà kí akëkõö máa pè é têlé e

4. Pe akëkõö láti kà á têlé e.

AKËKÕÖ

1. Fi etí sílê bí olùkö śe ń kà á.

2. Śe ìdámõ àwôn õrõ tí a śêdá náà lára pátákó

3. kà á têlé olùkö bí ó śe ń kà á.

OHUN-ÈLÒ ÌKÖNI

• Pátákó Ìkõwé

ÀKÓÓNÚ IŚË

1. Kín ni òýkà?

2. Ìlò òýkà

3. Kíka òýkà

4. Śíśe ìdámö fígõ òýkà

1. Śàlàyé ohun tí òýkà jë

2. Tö akëkõö sönà láti ka òýkà

3. pe akëkõö láti töka sí fígõ òýkà

AKËKÕÖ

1. Tëtí sí àlàyé olùkö lórí òýkà àti ìwúlò rê.

2. ka oókan títí dé çëwàá

3. Da òýkà tí a kô sójú pátákó/ káàdì pélébé mô ni õkõõkan

OHUN-ÈLÒ ÌKÖNI

1. kádíböõdù tí a kô òýkà oókan dé çëwàá sí

2. káàdì pélébé pélébé tí a kô òýkà kõõkan sí

3. àwôn ohun tó śe é kà ìdérí ìgò ôtí, òkúta, ôsàn, igi wëwë, igi ìsáná abbl.

ÀKÓÓNÚ IŚË

1. kíka àwôn êyà ara wa. Àpççrç ojú, orí, etí, apá abbl

2. Orin kíkô nípa êyà ara wa.

1. Ka êyà ara wa sí etígbõö àwôn akëkõö

2. Ka êyà ara náà kí akëkõö máa pè é têlé e

3. Pe akëkõö láti fôwö kan êyà ara kõõkan

AKËKÕÖ

1. Fi etí sílê bí olùkö śe ń kà á.

2. kà á têlé e olùkö bí ó śe ń kà á

3. śe idámõ àwôn êyà ara kõõkan

OHUN-ÈLÒ ÌKÖNI

Àwòrán ènìyàn tí a yà sára pátákó.

Kádíböõdù tí a ya àwòrán ènìyàn sí láti śe àpèjúwe êyà ara.

ÀKÓÓNÚ IŚË

1. ìtöjú ara

2. ohun èlò ìtöjú ara. Àpççrç (a) ôsç ìfôyín (b) ìpara abbl.

1. Śe àlàyé lórí ìmötótó

2. Fi orin àti ewì tó jçmö imötótó fa pàtàkì rê yô fún akëkõö

3. Śàlàyé bí a śe lè töjú ara çni

4. Sô àwôn ohun èlò itöjú ara çni

AKËKÕÖ

1. Kô orin àti ewì tó jçmö ìmötótó.

2. Sô àwôn ewu tí àitöjú ara lè fà

3. Śàlàyé bí a śe lè töjú ara çni

OHUN-ÈLÒ ÌKÖNI

Ìyàrí, ìyarun, kóòmù, bíléèdì, pákò, ôsç, kàìnkàìn, abbl

ÀKÓÓNÚ IŚË

i. Bí a śe ń lo ohun èlò kõõkan fún ìtöjú ara

ii. Ewu tí ó wà nínú àìtöjú ara çni

1. Śàlàyé bí a śe lè töjú ara çni

2. Śàlàyé bí a śe ń lo àwôn ohun èlò ìtöjú ara wõnyí lëyô kõõkan

3. Śàlàyé àwôn ewu tó wà nínú àìtöjú ara çni.

AKËKÕÖ

1. Śàlàyé bí a śe lè töjú ara çni

2. Sô ewu tó wà nínú àìtöjú ara çni

3. Kópa nínú śíśe ìtöjú ara.

OHUN-ÈLÒ ÌKÖNI

Löfíndà, bíléèdì, ôsç ìfôyín.

Àwòrán tó ń fi çni tó ń wê ní balùwê hàn.

ÀKÓÓNÚ IŚË

Bíbéèrè ìbéèrè láti õdõ akëkõö sí olùkö

Láàrin akëkõö sí ara wôn

1. Tö akëkõö sönà láti lè dáhùn àwôn ìbéèrè náà bí ó ti tö.

2. Jë kí akëkõö béèrè ìbéèrè löwö ara wôn

AKËKÕÖ

Fún olùkö ní ìdáhùn tó bá ìbéèrè olùkö mu.

OHUN-ÈLÒ ÌKÕNI

Śíśe àmúlò àwôn akëkõö láti béèrè ìbéèrè löwö ara wôn.

ÀKÓÓNÚ IŚË

Orin eré ìdárayá. Àpççrç “çyç mëta wáyé tolongo” abbl

1. Śe àlàyé lórí eré ìdárayá

2. kô oríśiríśi àwôn eré ìdárayá tí ó wà.

3. Śàlàyé àkókò tí a máa ń śe eré ìdárayá

4. Kô orin àti ewì tí ó jçmö eré ìdárayá

AKËKÕÖ

1. Kô orin eré idaraya

2. Kópa nínú eré ìdárayá

3. Śàlàyé bí a śe ń śe õkõõkan wôn

OHUN-ÈLÒ ÌKÖNI

Àwòrán àwôn akëkõö láti béèrè ìbéèrè löwö ara wôn.

ÀKÓÓNÚ IŚË

i. Kín ni à ń pè ní ìwà rere?

ii. Báwo ni a śe lè dá ômôlúàbí mõ.

1. Sô oríśiríśi õnà tí a lè fi jé oníwà rere

2. Töka sí àwôn ìwà tí kò fi ìwà rere hàn

3. Kô orin aköniníwà fún akëkõö

4. Sô èrè tàbí àýfààní tó wà nínú kí ènìyàn jë oníwà rere

AKËKÕÖ

1. Fetí sí àlàyé nípa ìwà rere

2. Kópa nínú kíkô oríśiríśi orin aköniníwà

3. Sô àwôn àýfààní jíjë oníwà rere.

OHUN-ÈLÒ ÌKÖNI

1. Fídíò àti kásëëtì tó ń köni ní ìwà rere

2. Àwòrán tó ń śàfihàn ibõwõfágbà

3. Téèpù àti kásëêtì tí a gba orin akömô níwà sí

ÀKÓÓNÚ IŚË

Àwôn ìgbà tó wà nínú ôdún: ìgbò òjò, ìgbà êêrùn, ìgbà oorun, ôyë abbl

1. śàlàyé ohun tí ìgbà ôdún jë

2. kô àwôn ìgbà ôdún náà ní orin

3. pe akëkõö láti sô ohun tí à ń pè ní ìgbà ôdún.

AKËKÕÖ

1. Tëtí sí àlàyé olùkö lórí ôdún kõõkan

2. ka ìgbà ôdún náà láti orí

OHUN-ÈLÒ ÌKÖNI

• Àwòrán òjò tó ń rõ

ÀKÓÓNÚ IŚË

1. ìtöjú àyíká ilé-çni

2. Ìtöjú àyíká ilé-ìwé àti gbígbá àyíká

3. Kíkô orin tí ó bá ìmötótó lô

4. Gbíngbin òdòdó sí àyíká wa

1. Śe àlàyé ní êkúnrërë nípa ìmötótó ní àyíká ilé àti ilé-êkö.

2. Fi àwôn ohun èlò fún ìmötótó ilé àti àyíká hàn

3. kô orin tí àìtöjú àyíká çni lè fà

4. Tö akëkõö sönà láti śe àkíyèsí àyíká kí wön sì śe àtúnśe rê

AKËKÕÖ

1. Sô bí a śe lè śe ìmötótó àyíká wa

2. sô àwôn ewu tí àìtöjú àyíká le fà

3. kô orin àti ewì ìmötótó

4. kópa nínú títún àyíká śe

OHUN-ÈLÒ ÌKÖNI

1. Ìgbálê

2. ôkö

3. àdá

4. réèkì

5. apêrê ìdalê-nù

6. ìkólê

ÀKÓÓNÚ IŚË

1. Kíkô álífábëêtì Yorùbá elégeé sí ara pátákó

2. Dídá álífábëêtì kõõkan mõ, àpççrç – A B D E Ç abbl

1. Tó álífábëêtì Yorùbá elégèé sí ara pátákó

2. Pe akëkõö láti fi çfun kô álífábëêtì Yorùbá elégèé tí olùkö kô sí ojú pátákó

AKËKÕÖ

1. fi etí sílê bí olùkö śe ń ka álífábëêtì Yorùbá náà

2. pè é têlé olùkö

3. fi çfun/ pëńsù tó àwôn lëtà álífábëêtì Yorùbá náà.

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù pélébé pélébé tí a kô álífábëêtì Yorùbá elégèé sí

ÀKÓÓNÚ IŚË

Mímô ohun tí ó wà nínú kíláásì bí i àga, tábìlì, pátákó ìkõwé, àwòrán ara ògiri abbl

1. Darí akëkõö láti śe ìdámõ àwôn nýkan tó wà nínú kíláásì

2. Tö wôn sönà láti dárúkô àwôn nýkan náà

AKËKÕÖ

1. Dídá ohun tó wà nínú kíláásì mõ

2. Dídárúkô àwôn nýkan náà

OHUN-ÈLÒ ÌKÖNI

Àwôn ohun tó wà nínú kíláásì bí i: àga, tábìlì, pátákó ìkõwé, àwòrán ara ògiri, ìwé, çfun ìkõwé abbl.

ÀKÓÓNÚ IŚË

Orúkô àwôn nýkan tí ó wà ní àyíká: Bëêdì, òdòdó, ewúrë, igi, àga, amóhúnmáwòrán, ilê, ôkõ abbl

1. pe akëkõö láti dárúkô àwôn ohun tí ó wà ní àyíká rç.

2. sô ìwúlò àwôn ohun tí ó wà ní àyíká

3. pe akëkõö láti fi àwôn ohun tí ó wà ní àyíká wôn kôrin

AKËKÕÖ

1. Dárúkô ohun tí ó wà ní àyíká rç

2. Sô ìwúlò wôn

3. fi àwôn ohun tí ó wà ní àyíká kô orin

OHUN-ÈLÒ ÌKÖNI

• Àwòrán àwôn ohun tó wà ní àyíká tàbí nýkan náà gan-an.

ÀKÓÓNÚ IŚË

Àwôn orúkô nýkan tó wà ní àyíká akëkõö

Ilé – tçlifísàn, rédíò, bëêdì, àga abbl

Ilé-ìwé – çfun, aga àti tábìlì, rúlà, bírò abbl

Ôjà – ata, iśu, èso, èlùbö, çran abbl

1. Pe olùkö láti dárúkô àwôn ohun tí ó wà ní àyíká rê

2. sô ìwúlò tàbí àýfààní wôn

3. pe akëkõö láti fi àwôn ohun tí ó wà ní àyíká wôn kô orin

AKËKÕÖ

1. Dárúkô àwôn ohun tí ó wà ní àyíká rç.

2. Sô ìwúlò àwôn ohun tí ó wà ní àyíká rç

3. Fi àwôn ohun tó wà ní àyíká wôn kôrin/ śeré

OHUN-ÈLÒ ÌKÖNI

Àwòrán àwôn ohun tó wà ní àyíká tàbí àwôn nýkan náà gan-an

ÀKÓÓNÚ IŚË

Pípa àśç – àpççrç Dìde, jókòó, dúró, wá, jáde, wôlé, dákë, pàtëwö abbl

Olùkö tö akëkõö sönà pé kí wön dìde, dúró, jókòó, wôlé, wá, jáde pàtëwö abbl

AKËKÕÖ

Śe àwôn ohun tí olùkö ní kí o śe

OHUN-ÈLÒ ÌKÖNI

1. Śíśe àmúlò àwôn akëkõö

2. Àwôn nýkan inú kíláásì

ÀKÓÓNÚ IŚË

1. Òýkà láti óókànlá dé ogún

2. Śíśe ìdámõ fígõ óókànlá dé ogún

1. Tö akëkõö sönà láti ka òýkà láti ôökànlá dé ogún

2. Pe akëkõö láti śe ìdámõ fígõ òýkà láti ôökànlá dé ogún

AKËKÕÖ

1. Tëtí sí àlàyé olùkö lórí òýkà láti ôökànlá dé ogún

2. Ka òýkà láti ôökànlá dé ogún

3. Dá òýkà tí a kô sí ojú pátákó/ ìwé pélébé pélébé mõ ní õkõõkan.

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù àti ìwé pélébé pélébé tí a kô òýkà kõõkan sí láti ôökànlá dé ogún

ÀKÓÓNÚ IŚË

1. Dídá orúkô ôjö inú õsê mõ: Sunday – Àìkú, Monday – Ajé, Tuesday – Ìśëgun abbl

2. Sô di orin – Àiku ajé ìśëgun ôjörú ôjöbõ çtì àbámëta.

1. Śàlàyé ohun tí ôjö jë

2. Kô àwôn ôjö náà ní orin

3. Pe akëkõö láti sô òun tí a pe ôjö Monday abbl ní èdè Yorùbá.

AKËKÕÖ

1. Tëtí sí àlàyé olùkö lórí ôjö kõõkan

2. Ka ôjö náà láti àìkú dé àbámëta

3. Kô àwôn ôjö náà ni orin.

OHUN-ÈLÒ ÌKÖNI

• Kádíböõdù pélébé pélébé tí a kô ôjö kõõkan sí.

ÀKÓÓNÚ IŚË

1. Àlàyé àti ìtàn nípa ôjö kõõkan:

i. Ôjö Àìkú jë ôjö ayõ ó dára láti śe ohun rere.

ii. Ôjö Ajé – ôjö rere láti bêrê òwò śíśe tàbí ôjà títà, Ilé kíkö.

2. Kíkô ní orin.

1. Śàlàyé ìtumõ àwôn ôjö wõnyí

2. Pe akëkõö láti sô ìtumõ ôjö kõõkan

AKËKÕÖ

1. Tëtí sí àlàyé olùkö lórí ôjö kõõkan

2. Pè wön têlé olùkö.

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù pélébé pélébé tí a kô ôjö kõõkan sí.

ÀKÓÓNÚ IŚË

1. Àlàyé lórí kíka owó náíra

2. Ìlò owó náírà

3. Śíśe idámõ owó náírà kõõkan

1. Śàlàyé ohun tí owó náíra jë

2. Tö akëkõö sönà láti ka owó náírà

3. Pe akëkõö láti töka sí owó náírà

AKËKÕÖ

1. Tëtí sí àlàyé olùkö lórí owó náírà

2. Ka iye owó náírà

3. Dá iye owó náírà kõõkan mõ

OHUN-ÈLÒ ÌKÖNI

Śíśe àfihàn owó náírà kõõkan

ÀKÓÓNÚ IŚË

1. Ìkíni ní onírúurú ìgbà tó wà nínú ôdún. Ìkíni ní ìgbà òjò, ìgbà êrùn tàbí õgbçlê, ìkíni ní ìgbà ôyë abbl. B.a, Ç kú òjò, ç kú õgbçlê, ç kú ôyë

1. Darí akëkõö láti fi bí a śe ń kí ni śeré

2. Fi àwòrán àwôn tó ń kí ara wôn han akëkõö

AKËKÕÖ

1. Sô ohun tí wôn mõ nípa àśà ìkíni sáájú ìdánilëkõö.

2. Śe àpççrç àwôn oríśi ìkíni tí wôn ti gbö rí sáájú ìdánilëkõö

3. kópa nínú eré bí a śe ń kí ni

OHUN-ÈLÒ ÌKÖNI

Àwòrán àwôn tó ń kí ara wôn.

ÀKÓÓNÚ IŚË

i. Kín ni à ń pè ní ìwà rere tàbí ômôlúàbí?

ii. Báwo ni a śe lè dá ômôlúàbí mõ? Àpççrç – ìsòdodo, sùúrù, õyàyà, ìmúra, ìkónimöra, ìwà pêlë abbl.

1. Lo ewì, owe, àśàyàn õrõ, orin àti ìtàn láti fi töka sí àýfààní tí ó wà nínú ìwà rere. B.a “Töjú Ìwà rç õrë mi”.

2. Śàlàyé ojúśe ômôlúàbí sí òbí, ômônìkejì, ìjôba, àwùjô

3. Ìśòro tí ômôlúàbí lè dojú kô àti bí ó śe le borí rê

AKËKÕÖ

1. Sô àpççrç ìwà ômôlúàbí

2. Sô àýfààní tó wà nínú híhu ìwà bëê.

3. Sô àpççrç ìwà tó lòdì sí ìwà ômôlúàbí àti ewu tí irú ìwà bëê lè fà.

4. Sô wàhálà tí ó lè dé bá ômôlúàbí àti bí òótö inú śe le kó o yô.

OHUN-ÈLÒ ÌKÖNI

1. Fídíò àti kásëêtì tó ń kö ni ní ìwà rere

2. Téèpù àti kásëêtì tí a gba orin akömôníwà sí.

ÀKÓÓNÚ IŚË

Ìbõwõ fágbà:- kíkö nípa bí a śe ń bá àgbà sõrõ, dídõbálê, kíkúnlê abbl

1. Sô oríśiríśi õnà tí a lè fi jë oníwà rere

2. Töka sí àwôn ìwà tí ó fi ìwà rere hàn

3. sô èrè tàbí àýfààní tó wà nínú kí ômôdé bõwõ fágbà

AKËKÕÖ

1. Fetí sí àlàyé nípa ìwà rere

2. Sô àwôn àýfààní jíjë oníwà ìrêlê

OHUN-ÈLÒ ÌKÖNI

Àwòrán tó ń śàfihàn ìbõwõfágbà

ÀKÓÓNÚ IŚË

1. kín ni ojúśe?

2. ojúśe çnìkõõkan nínú ìdílé – ômô sí òbí, êgbön sí àbúrò, òbí sí ômô.

1. Sô ìtumõ ojúśe

2. Śàlàyé ojúśe çnìkõõkan nínú ìdílé

3. Jë kí akëkõö fi ìbõwõ fágbà òbí śeré

AKËKÕÖ

1. Sô ìtumõ têlé olùkö

2. Sô ojúśe rê gëgë bí ômô nínú ilé.

3. Kópa nínú eré.

OHUN-ÈLÒ ÌKÖNI

• Àwôn akëkõö gan-an kí wôn kópa nínú eré ìbõwõ fún òbí àti çni tí ó ju ú lô.

ÀKÓÓNÚ IŚË

1. Ojúśe ômô nínú ilé – bí àpççrç; fô abö, jë iśë tí wôn bá rán-an.

2. Òbí sí ômô, b.a san owó ilé-ìwé, ra aśô fún ômô, pèsè ìwòsàn nígbà àìsàn, wá oúnjç abbl

3. Êgbön sí àbúrò – śe ìtöjú àbúrò rê, dáàbòbò ó abbl

1. Sô ìtumõ ojúśe

2. Śàlàyé ojúśe òbí sí ômô, ômô sí òbí, êgbön sí àbúrò nínú ìdílé

3. Jë kí akëkõö fi ìbõwõ fún òbí śeré

AKËKÕÖ

1. Sô ìtumõ têlé olùkö

2. Sô ojúśe rç gëgë bí ômô nínú ilé

3. Kópa nínú eré

OHUN-ÈLÒ ÌKÖNI

Àwòrán ômô tí ó ń gbálê nínú ilé.

ÀKÓÓNÚ IŚË

1. Ìbánisõrõ láàrin akëkõö méjì lórí bíbéèrè orúkô ara wôn àti orúkô òbí wôn.

1. Tö akëkõö sönà láti lè dáhùn àwôn ìbéèrè náà bí ó ti tö

2. Jë kí akëkõö béèrè ìbéèrè löwö ara wôn.

AKËKÕÖ

Fún olùkö ní àwôn ìdáhùn tó bá ìbéèrè olùkö mu.

OHUN-ÈLÒ ÌKÖNI

Śíśe àmúlò akëkõö láti béèrè ìbéèrè löwö ara wôn.

ÀKÓÓNÚ IŚË

• Dídárúkô oríśiríśi èso òrombó, õgêdê, àgbálùmõ abbl.
• Oúnjç: ìrçsì, êwà, iśu, gààrí abbl
• Ewébê: êfö, amúnútutù, ewédù, êfö têtê abbl

1. Pe akëkõö láti dárúkô àwôn èso, oúnjç àti ewébê.

2. Sô ìwúlò àti iśë tí àwôn èso, oúnjç àti ewébê ń śe ara

AKËKÕÖ

1. Dárúkô àwôn èso, oúnjç àti ewébê tí ó wà ní agbègbè.

2. Sô ìwúlò àti iśë tí àwôn èso, oúnjç àti ewébê ń śe

OHUN-ÈLÒ ÌKÖNI

Àwòrán àwôn igi eléso, oúnjç àti ewébê.

ÀKÓÓNÚ IŚË

1. Kíkô fáwëlì àti köńsónáýtì èdè Yorùbá b, d, f, g, gb, h, j, k, l, m, n, p, r, s, ś, t, w, y.

2. Fáwëlì àìránmúpè: a, e, ç, i, o, ô, u.

3. Fáwëlì aránmúpè: an, ôn, çn, un, in.

1. Kô álífábëêtì Yorùbá sókè fún àwôn akëkõö

2. Kô àwôn lëtà tí ó dúró fún ìró õrõ köńsónáýtì, fáwëlì àìránmúpè lötõõtõ sójú pátákó.

3. Pè wön lökõõkan fún akëkõö köńsónáýtì

AKËKÕÖ

1. Śe àwòkô àtç álífábëêtì Yorùbá

2. Śe àwòkô àwôn lëtà ìró köńsónáýtì, fáwëlì àìránmúpè àti àránmúpè.

3. Pe àwôn fáwëlì àti köńsónáýtì náà bí olùkö śe pè wön.

OHUN-ÈLÒ ÌKÖNI

1. Kádíböõdù ńlá tí a kô álífábëêtì Yorùbá sí.

2. Káàdì pélébé pélébé tí a kô àwôn lëtà náà sí.

ÀKÓÓNÚ IŚË

1. Ooru mú mi – ìgbà oorùn

2. Otútù mú mi – ìgbà òjò tàbí ìgbà ôyë abbl

1. Pe akëkõö láti sô ìmõlára rê ní àkókò tí ó wà

2. Bíbéèrè löwö akëkõö ohun tí ó śe é tí ojú rê fi körë löwö.

AKËKÕÖ

1. Sô ohun tí ó śçlê löwö sí i.

2. Kópa nínú eré náà

OHUN-ÈLÒ ÌKÖNI

• Àwòrán tó śe àfihàn çni tí ó kájô sí ojú kan náà.

ÀKÓÓNÚ IŚË

1. Àròkô nípa oúnjç. Àpççrç; oúnjç tí mo fëràn jù

2. Àròkô nípa orúkô ènìyàn

1. Tö akëkõö sönà láti jíròrò lórí àkôlé kan tí wön báyàn.

2. Darí akëkõö láti śe ìlapa èrò.

3. Tö akëkõö sönà láti kô àròkô

AKËKÕÖ

1. Jíròrò lórí àkôlé tí a yàn nípa títêlé ìlànà olùkö.

2. Kópa nínú śíśe ìlapa èrò àti àtúntò rê.

3. Lo ìlapa èrò láti kô àròkô.

OHUN-ÈLÒ ÌKÖNI

• Pátákó çlëmõön tí a kô àkôlé àti ìlapa èrò sí.

Things in and around the classroom, school and home.

Takes pupils on a study walk around and outside the school.

PUPILS

Pupils observe and list things in the school environment.

INSTRUCTIONAL RESOURCES

1. Objects in the classroom, round the school and home.

2. Charts and models.

3. Drawing materials.

Types of roads within and outside the school.

Demonstrates walking safely along the road and crossing the road.

PUPILS

Draw some of the things around the school.

INSTRUCTIONAL RESOURCES

1. Objects in the classroom, round the school and home.

2. Charts and models.

3. Drawing materials.

Walking along the road and crossing the road.

Encourages pupils to observe and list things in the home.

PUPILS

Demonstrate walking safely along the road.

INSTRUCTIONAL RESOURCES

1. Objects in the classroom, round the school and home.

2. Charts and models.

3. Drawing materials.

Other parts of the surrounding (e.g. soil, water, air).

1. Guides pupils to identify soil, air and water as other components of the surrounding.

2. Demonstrates the existence of air using paper or hand fan.

3. Demonstrates that air occupies space by inflating balloons.

4. Takes pupils on a tour of nearby water sources.

PUPILS

1. Touch and feel soil in the playground.

2. Create air currents by blowing with the mouth or using hand or paper fan.

3. Inflate balloons, polythene bags etc.

4. Mention sources of water.

5. Recite a poem about water.

INSTRUCTIONAL RESOURCES

Soil, Newspaper, Paper fan, Hand fan, Balloons, Polythene bags, Water, Pictures of sources of water.

Colours of objects.

Uses the colour chart to guide pupils to identify colours.

PUPILS

Identify colours of objects provided by teacher.

INSTRUCTIONAL RESOURCES

Flowers, Leaves, Colour, Containers of various colours, Lego sets/bricks.

Road traffic light signs

1. Gives pupils different materials to identify different colours.

2. Separates colour using ‘lego’ materials with different colours for modeling.

PUPILS

Observe road traffic signs.

INSTRUCTIONAL RESURCES

Flowers, Leaves, Colour, Containers of various colours, Lego sets/bricks.

Road markings

1. Draws road traffic signs for pupils to observe.

2. Takes pupils to observe various road traffic signs in their location.

3. Supervises pupils in drawing and painting of road traffic signs.

PUPILS

Match the colours of road traffic light with their functions.

INSTRUCTIONAL RESOURCES

Containers of various colours, Lego sets/bricks.

Living things in the school environment.

Uses pictures and charts to guide pupils to identify living things in the school environment and home.

PUPILS

Identify from pictures and charts living things.

INSTRUCTIONAL RESOURCES

1. Charts and pictures of animals and plants.

2. People in the classroom and in the school compound.

Living things in the home.

Guides pupils to explore the school surroundings identifying living things (to include themselves).

PUPILS

1. Identify self as a living thing.

2. Identify other living things at school and home.

INSTRUCTIONAL RESOURCES

1. Charts and pictures of animals and plants.

2. People in the classroom and in the school compound.

Non – Living things in the classroom, school and at home.

1. Uses pictures and charts to identify non-living things in the classroom, school and at home.

2. Guides pupils to identify non-living things in the classroom and school.

PUPILS

1. Identify from pictures and charts non-living things

2. Identify non-living things in the classroom and school.

3. Identify air, soil and water as non-living things.

Meaning of: Simple machine (a device that makes work easy e.g. Broom, Spoon, See-saw/swing, Hoe, Cutlass etc.)

1. Provides samples of simple machines in the home and school.

2. Leads pupils to use some simple machines (broom, pair of scissors, see-saw/swing).

PUPILS

Collect and user some simple machines e.g. broom, hoe, can-opener, spoon etc.

INSTRUCTIONAL RESOURCES

Brooms, See-saw, Hoe, Cutlass, Can-opener and spoon.

The safe use of simple machines.

Demonstrates how to safely use simple machine.

PUPILS

1. Play on a see-saw/swing.

2. Identify dangers in the use of simple machines.

INSTRUCTIONAL RESOURCES

Brooms, See-saw, Hoe, Cutlass, Can-opener and spoon.

1. Meaning of energy as exemplified by people doing some work.

Guides pupils to identify themselves using energy to move, write, jump, run, lift objects etc.

PUPILS

Perform simple activities showing the use of energy such as walking, running, jumping, and lifting an object.

INSTRUCTIONAL RESOURCES

Pupils in the classroom, desks and chairs, posters and charts.

Guides pupils using charts and posters to identify objects around them where energy is used e.g. grinding machine, pounding with mortar and pestle, riding a bicycle etc.

PUPILS

Identify from charts and posters objects that show the use of energy.

INSTRUCTIONAL RESOURCES

Pupils in the classroom, desks and chairs, posters and charts.

WALKING, RUNNING, HOPPING ETC

-Supervises and offers assistance to pupils

-Pupils: Practice the techniques of leaping, walking, running etc.

Locomotors movements,

Supervise and offer assistance to pupils.

-Pupils practice the non-

Locomotors movements.

-Pupils participate by demonstrating how to bath, wash hands etc

SPRINTS 50 METRE DASH.

1. Start –on your mark, set and Go.

2. Finish – breasting the tape.

-Pupils: Listen and watch the teacher then practice the activity.

-Learning materials –whistle, thread.etc

Demonstrates the:

1. Run, 2. Take off and landing.

-Pupils listen and practice the activities.

-Leaning materials: long jump pit.

Give simple definition e.g.

Help given to sick or injured person before a doctor is called.

-Pupils listen to the teacher and attempt defining first aid.

-Arrest bleeding

-Save life

-Prevent injury from becoming worst.

-Pupils state the objectives of first aid.

-Pupils listen attentively to the teacher, then attempt listing the items found in a first aid box.

-Teaching / leaning materials.

-first aid box.

1. Definition of computer

2.Parts of computer

3. Drawing of computer parts.

-Teacher guides the pupil to identify parts of the computers.

-Pupils identify each parts of the computer.

-Teacher arranges the computers on a table or provides pictures of computer parts for the pupils to draw.

-Pupils draw and color the pictures of the identified parts.

TOPIC/ CONTENT

USES OF CUMPUTER

1. Using the computer to play games.

.

To type test and to store information.

-To come out in groups of two to examine what they have produced with the computer.

-GSM,(Global system for mobile communication).

-Calculators

-Teacher displays on the table IT related objects such as GSM.

-Pupil repeat after the teacher the full meaning of IT

-Pupils repeat other IT related object such as calculator, GSM etc.

–Digital wristwatch

IT related objects or devices such as digital wristwatch.

-Teacher presents a digital wristwatch before the pupils.

-pupils mention other IT related devices that the teacher has mentioned.

-Pupils examines a digital wristwatch and mention how it is relates to IT

-GSM as related devices.

-Pupils draw and color GSM, calculator and digital wristwatch as IT related devices.

• (i) Identification of head, hair, eyes and nose.

• Teacher asks the pupils to identify their head, hair, eyes and nose.
• Teacher show the pupil’s chart of human body and list parts of the body.
• Pupils where asks to identify head, hair, eyes and nose on the chart.

• (ii)identification of mouth and ears

• Teacher asks the pupils which part of your body do you use for eating? For for hearing?
• Pupils where asks to touch their mouth and ears.
• Teacher shows the pupils a chart of human body and ask the pupils to identify mouth and ears one after the other.

• (i) identification of the neck and trunk

• Teachers explain the meaning of trunk to the pupils using the chart of human body.
• Trunk is part of human body from neck to waist.
• Pupils where asks to identify neck on the chart.
• Teacher asks the pupils to identify their trunk and neck.

• Teacher shows the pupils picture of human body and asks the pupils to identify chest and belly.
• Teacher shows the pupils chest and belly using the picture of human body.

• Identification of the leg and hand.

• Pupils where asks which part of your body do you use to walk? And write?
• Teacher shows the pupils a picture of human body and asks the pupils to identify leg and hand.

• Teacher asks the pupils to show her their finger nails and toe nails.
• Finger nails are the nails in human toes.

• (I) reason for daily care of the body

• Teacher asks the pupils question how many of you take their bath?
• Teacher and pupils state reasons for daily care of the body. e.g.
• To cook neat
• To prevent body odour
• To prevent disease.

• (I) materials used for the care of the body.

• Teacher asks the pupils what they use for taking care of the body.
• Teacher shows the pupils some materials used for the care of the body e.g. sponge, soap, water, brush, body cream e.t.c.

• (I) care of the nose, eyes and teeth

• Teacher asks the pupils question. If you don’t want your teeth to be smelling what do you do?
• Teacher explains care of nose, eyes and teeth to the pupils.
• Nose – do not use sharp object on your nose
• Clean your nose with clean handkerchiefs.
• Teeth brush your teeth with brush, pest and water twice in a day.
• Eyes – do not use sharp object on your eyes.
• Wash your eyes with clean water.

• Teacher and the pupils state some ways of taking care of the materials used. e.g.
• By cleaning the material
• By keeping them in safe place for future use.

• (I) function of the mouth, teeth, and tongue.

• Teacher asks the pupils which part of your body do you use for eating?
• Teacher explains the functions of the mouth, teeth and tongue to the pupils.

• (ii) reasons for cleaning our mouth, teeth and tongue

• Pupils where asks why do you brush your teeth and tongue?
• Teacher explains some reason for cleaning one mouth, teeth and tongue.
• To prevents mouth odour.
• To breath fresh.

• (I)materials used for cleaning our mouth, teeth, and tongue

• Teacher asks the pupils to mention anything that can be used for cleaning teeth, mouth and tongue.
• Teacher explains the two types of cleaning materials to the pupils. The two materials used for cleaning our teeth, mouth and tongue are two.
• Traditional – they are materials for cleaning mouth, teeth and tongue that can be found within our environment we don’t buy them in the market e.g. chewing stick, ash, salt e.t.c.
• Modern – are those materials that we buy them in the market for cleaning our mouth, teeth and tongue e.g. tooth brush, paste e.t.c.
• Teacher shows the pupils examples of traditional and modern materials used for cleaning teeth, mouth and tongue using instructional resources. Tooth paste, chewing stick, ash.

• (I) ways for caring for our mouth, teeth and tongue.

• Pupils where asks how do you brush your teeth? And with what?
• Teacher explains some ways of caring for our mouth, teeth and tongue.
• Teacher uses one of the pupils to demonstrate how to brush teeth using instructional resource e.g. brush, tooth paste, chewing stick, water.

• Causes and prevention of decay tooth.

• Pupils where asks to look at their friends teeth and see either is decay or not.
• Teacher explains causes of tooth decay to the pupils.
• Teacher allows the pupils to state method of preventing tooth decay.
• Teacher shows the pupils a chart of a man with decay teeth that cannot eat meat

• (I)parts of the hands and feet’s

• Pupils where asks to clap 10 times.
• Teacher asks the pupils which part of your body you use for clapping?
• Teacher shows the pupils a chart of human body and shows the pupil’s parts of hand and feet.

• Teacher explains manicure and pedicure to the pupils.
• Manicure – is how you take care of your hand while Pedicure – is taking care of your feet.
• Pupils where asks to state ways taking care of hand and feets.
• Teacher show the pupils some material used for taking care of hand and feet using the instructional resources e.g. nail filer, water nail remover, feet crater.

• Teacher asks the pupils question is it good to keep our finger nails long? If no why?
• Teacher discusses reasons for keeping hand and feet clean.

• (I) when to wash hand and feet.

• Teacher asks the pupils do you wash your hands before eating food? Do you wash your hands after eating food? If yes why?
• Teacher explains when to wash hand and feet to the pupils.
• Wash your hands after meal and before meal, after visiting the toilet, after play, after work in the garden.
• Teacher shows the pupils materials used for washing hand .e.g. water, soap etc.

• Teacher asks the pupils if you don’t wash your hands before and after eating what will happen to you?
• Teacher explains danger of not caring for hands and feet to the pupils.
• Teacher shows the pupils a picture of a boy who wound himself with his long nails.

• (I)Reasons for keeping the nails well trimmed and clean.

• Teacher check the pupils finger nails
• Teacher explain some reasons for keeping the nails well trimmed and clean .e.g.
• Dirt will not hide in your finger.
• You cannot wound yourself if your nails is well trimmed

• Type – soft and coarse,
• Function of hair
• Function of hair

Care of the hair:

• Hair care materials and tools e.g. comb, hair brush, cream/pomade, shampoo

• Teacher explains two types of hair e.g. soft hair and coarse hair.
• Teacher ask two pupils with soft hair and coarse hair to differentiate the two hair to them;
• Teacher let them touch and feel it, to see the differences;
• Teacher explains the beauty of hair in the body;
• The teacher tells the pupils hair covers the skill and also beautifies the body
• Teacher asks the pupils to list tools use in caring our hair e.g. shampoo, comb, and cream e.t.c.

Instructional Resource:

• use of pictures/chart

• Danger of neglecting the hair, it result to dandruff, ringworm e.t.c.

Ways of caring for the hair

• Teac her explains lack of caring
• It results in itching, it look rough, overgrow, untidy hair, dandruff and the hair also cause ringworm

Instructional Resource:

• Use tools to wash the hair
• Teacher asks the pupils how many times we care for the hair.
• What are the ways of caring for the hair? E.g. washing, plaiting and combing.

• Ear and Nose

Materials for cleaning the ears and nose:

• Teacher explain the three parts of the ear, e.g. inner ear, middle ear and outer ear;
• Function of the ear is hearing and balancing;
• Function of the nose is use for breathing and smelling of odour
• Pupils: what do we use in cleaning the ear or mention the tools use in cleaning the ear;
• Teacher mentions the tools e.g. cotton bud, they should not use sharp object in cleaning the ear/nose.

• Dangers of not caring for the ear and nose

Care of the ear and nose:

• Ways of caring for the ears and nose

• Teacher discusses with the pupils the danger for not caring for the ear and nose e.g.
• It causes deaf ears;
• Nose unable to perceive the odour
• Unable to breath
• Teacher involves the pupils to tell her their own experience in cleaning the nose and ear.
• Teacher ask the pupil to avoid any sharp object,
• Use cotton bud in cleaning the ears and nose;
• Use of handkerchief for cleaning

• Function of the eyes

Caring:

• Dangers of not caring for the eyes

• Teacher explains the five sense organs e.g.:
• Nose – for breathing
• Eyes – for seeing
• Tongue – for tasting
• Touch- for feeling
• Teacher ask the pupils to use demonstration method with pupils in class
• Teacher explains the function of eyes e.g. the two eyes of every vibrate the organs of sight
• The eyes can see only if there is light, sense of sight
• Teacher discuss with pupils by asking questions if care is not taking, what will be the danger of the eyes?
• Pupils response: the eyes would damage;
• Person become blind
• Lost of sight
• Teacher add more e.g. the upper and lower eyelid will be affected
• Dust, insects and tiny particles that enter the eyes will damage the eyes

• Care of the eyes

• Teacher uses the full diagram of the eyes picture or chart of the eyes, use any child to demonstrate in the class
• Pupils will see, touch the eyes

• Definition of the home

• Teacher defines home as each room is a place you use to live, to sleep, and cook e.t.c.
• Teacher asks the pupils to mention any house they know e.g. sitting room , bedroom, toilet, kitchen, store food e.t.c.
• Teacher explains and separate rooms e.g. we call each by name e.g. bedroom is use for sleeping
• Dining room is where we eat
• kitchen for cooking

• uses of the differentiate part of the home

• Teacher mention the bedroom is use for sleeping, dinning room is use for eating e.t.c.

• item found in the different parts of the home

• Teacher list down the items found in parts of the house eg.
• Bedroom: bed, boxes, wardrobe, dressing mirror,
• Sitting room: cushions, television, pictures, fridge, book shelf e.t.c.
• Kitchen item|: gas cooker, electric cooker, stove, cooking pot, plates, kitchen utensils
• Dining room: table, chair, fan, table mat, knife, waste bin
• Store: shelf, table, different food stuff

• Definition of home surrounding
• Care of home and surrounding

• Teacher defines home surrounding to the pupils. Home is a place where we live while surroundings are those things that are around our home e.g. garden, flower etc.
• Teacher asks the pupils how do you do with the dirt around your house?
• Teacher explains some ways of taking care of home surrounding;
• By disposing of refuse, picking, cleaning sweeping, removal of stagnant water;
• Teacher shows the pupils chart of a girl sweeping their surrounding

• Revision

• Revision

• Examination

• Examination

• Define toilet
• Types of toilet
• Types of toilet items found in the toilet
• Proper use of toilet

• Teacher asks the pupils which type of toilet do you have in your house one after the other
• Teacher explains type of toilet to the pupil. There is modern and traditional toilet
• Pupils mention items found in a toilet e.g. water, soap, toilet paper
• Teacher shows the pupils the two types of toilet using the chart i.e traditional and modern toilet
• Teacher ask the pupils that modern toilet how do they use it
• Teacher discuss with the pupils proper use of toilet e.g.
• Flush the toilet after use
• Do not put paper in the modern toilet
• Teacher show the pupil toilet paper and newspaper and explain the good one to be use in toilet paper

• Simple toilet hygiene

• Teacher explain simple toilet hygiene to the pupils
• Use toilet paper and water to clean up
• Dispose toilet paper after use
• Wash hand with soap and water and wipe with towel
• Teacher show the pupils water soap, towel

• Demonstrate cleaning of the school toilet

• Teacher group the pupils and ask mention any material use for cleaning toilet e.g. water, bucket, broom, detergent, izal
• Teacher guide the pupils on steps for cleaning toilet in the school
• Fetching of water
• Divide water into two
• Add detergent to one Water
• Clean the toilet with detergent water using broom
• Raise with clean water and izal
• Pupils where ask to clean the equipment and dry and store

• Types of dirt
• Cleaning of dust

• Teacher asks the pupils what makes our surrounding dirty?
• Teacher explain types of dirty to the pupils e.g. pieces of paper, leaves, rough paper, dust
• Teacher asks the pupil how do you clean dirt? By picking, sweeping, dusting
• Pupil were ask to pick any dirt around or beside them in the classroom to make the class look neat

• Paper decoration to beautify the home
• ways of cleaning the surrounding of the home (practical)

• Teacher explain to the pupil, there are some paper that when place in the home it will beautify the home
• Pupils were ask to mention any paper that beautifies the home
• Pupils were ask to group themselves with the guide of the teacher each group should draw a flower and colour it
• Teacher uses the beautiful ones and decorate the class
• Teacher ask the pupils to mention any cleaning tool they know
• Teacher display the cleaning tool and group the pupils with the guide of the teacher some pupils pick, some sweep and some dispose the waste.

• Tools and materials used for cleaning
• Maintenance of tools used

• Teacher asks the pupils to mention some tools and materials used for cleaning
• Teacher show the pupil a chart of tools and materials used for cleaning
• Teacher explains how to maintain tools used for cleaning the surroundings e.g.
• Clean tools after use
• Store tools in a safe place.

• Definition of food
• Reasons for eating food

• Teacher asks the pupils “what do you eat last night? One after the other;
• Teacher defines food to the pupils, food is anything eatable either solid or liquid;
• Pupils were ask to mention food items found in the locality e.g. yam, meat, oil, rice, fish etc
• Teacher shows the pupils rice, yam and fish
• Teacher asks the pupils why do you eat food?
• Teacher states reasons for eating food. E.g
• It makes us grow;
• It makes us healthy
• It provides energy
• Teacher shows the pupils a chart of health and unhealthy man

• Classes of food

• Teacher explains to the classes of food with their examples to the pupils e.g
• Carbohydrate – energy giving food e.g. yam, rice and cassava;
• Protein – body building food e.g. meat, fish, milk and fish;
• Vitamins – protective food e.g. orange and vegetables;
• Mineral – salt and sugar;
• Teacher shows the pupils example of all classes of food e.g. yam, fish, orange, egg and salt.

• Basic method of cooking

• Teacher asks the pupils which one do you like, fried yam or boiled yam? One after the other;
• Teacher explains the basic methods of cooking

1. Boiling – inside water e,g, rice
2. Frying – inside deep oil e.g. akara
3. Baking – on heat e.g bread
4. Roasting – on heat e.g. yam, maize

• Teacher shows the pupils examples of boiled food, fried, baked and roasted food.

• Good feeding habit
• Effects of poor feeding habit

• Teacher asks the pupils is it good for one to be eating while sleeping?
• Teacher explains the importance of good eating habit to the pupils:
• It helps in digestion
• Don’t talk with food in your mouth
• It makes one to relax
• It makes one look healthy
• Teacher asks the pupils questions when you eat too much food how do you feel?
• Teacher explains some effects of poor feeding habits to the pupils;
• Stomach pain, dullness, fainting, stoling, vomiting, constipation etc.
• Teachers shows the pupils a chart of a boy vomiting

• Table manners

• Teacher explains table manners to the pupils. Table manner is how one behave at table when eating;
• Teacher explains some table manners to the pupils e.g.
• Do not talk too loudly at table
• Avoid making noise with your cutlery or with the mouth
• Do not stretch your hand over the table or over people;
• Wash hand before and after eating;
• Take small quantity of food at a time;
• Teacher demonstrates table manner in the class using a table and chair with food.

Description of Sun

i) The sun shines above the earth

ii) An object far away from the earth

iii) Sends its hot rays to the earth.

Takes the pupils out to see the sun.

Uses of sun to the plants

i) To generate heat for germination

ii) It helps the proper growth of plants

iii) It is used in drying grains

iv) It provides day light

v) Light and sources of vitamin to animals.

Shows sample of plant parts and products dried with the aid of the sun.

PUPILS observe

Description of Air

i) Air cannot be seen

ii) Its presence can be felt

iii) It occupies space e.g. balloon, bicycle or motor tubes.

iv) It has weight.

Makes pupils feel the effects/presence of the air by trapping in a balloon.

PUPILS: Participate

INSTRUCTIONAL RESOURCES: Balloons

Uses of Air

i) It is used for respiration

ii) It is used for pumping bicycle and motor tubes.

iii) It cools the bodies of farm animals.

Demonstrates respiration process by breathing in and out.

PUPILS: Participate

Sources of Water

i) Streams, river, lakes, ponds, dug-up wells, rain

Displays sample of water in a container.

PUPILS: Observe and ask questions

INSTRUCTIONAL RESOURCES

Uses of Water

i) It is used for drinking

ii) Plant growth

iii) Fishing

iv) Washing

v) Transportation

vi) Some animals live in water

Show charts of someone using water to wash or boat on water.

PUPILS

INSTRUCTIONAL RESOURCES

Meaning of Food

i) Items or things taken in (eaten) to sustain lives and stay healthy.

Show food items to pupils.

PUPILS

INSTRUCTIONAL RESOURCES

Sources of Food

Plant e.g. tuber crops, grains, fruits.

Show food items to pupils.

PUPILS

INSTRUCTIONAL RESOURCES

Food items for animals, meat, milk, vegetables, fish insects etc.

PUPILS

INSTRUCTIONAL RESOURCES

Food items for plants

Minerals (manure and fertilizer)

PUPILS

INSTRUCTIONAL RESOURCES

Meaning of Plants

1. Plants are living things that grow on the soil.
2. The two type of plants (flowering and non – flowering plants).

Show pupils different types of plants

PUPILS

INSTRUCTIONAL RESOURCES

1. Mango tree
2. Orange tree

Displays samples of common plants.

PUPILS: Observe common plants

INSTRUCTIONAL RESOURCES

Samples of mango and orange trees

-Roots

-Stem

-Leaves

-Flowers

-Branches & fruits

Shows pupils different parts of plant

INSTRUCTIONAL RESOURCES

Root, stem, leaves, flowers, branches and fruits.

Draw and label the parts of a typical plant.

Shows or draws a plant for the pupils

INSTRUCTIONAL RESOURCES

A typical plant

Uses of plant

1. Food for man
2. Food for farm animals
3. Medical uses

Explains uses of plants

INSTRUCTIONAL RESOURCES

Samples of plants

1. For building
2. Sold to make money
3. For decoration e.g. flower

Explains uses of plants

INSTRUCTIONAL RESOURCES

Samples of plants

Meaning of Land

1. Land is the solid part of the earth
2. Types of Land – Rocky Land, Flat Land, Swampy Land, Dry Land.

Take the pupils out to see the open land in the school compound

INSTRUCTIONAL RESOURCES

An open land in the school compound

1. Land is used for the cultivation of crops
2. For grazing (rearing animals)
3. Road construction

Takes pupils to see a cultivated land, a constructed road.

INSTRUCTIONAL RESOURCES

Cultivated land, constructed road.

1. Used for the construction of farm structures
2. Used for building construction

Takes pupils to see a cultivated land, a constructed road.

INSTRUCTIONAL RESOURCES

Cultivated land, constructed road.

1. Meaning of farm animals e.g. goats, chicken, rabbit, cow, sheep, fish, etc.

Takes pupils to visit a poultry farm in or near the school.

INSTRUCTIONAL RESOURCES

Some farm animals, chart.

Animals and their young ones, e.g. Cow-calf, Dog – puppy etc.

Takes pupils to visit a poultry farm in or near the school.

INSTRUCTIONAL RESOURCES

Some farm animals, chart.

Water and land

Takes pupils to visit a poultry farm in or near the school.

INSTRUCTIONAL RESOURCES

A dog, chicken, fish etc.

1. Examples of animals that live n land e.g. goat, rabbit, poultry, etc.
2. Examples of animals that live in water e.g. fish, snails etc.

Show pupils chart of farm animals

INSTRUCTIONAL RESOURCES

Chart.

Animals used for food e.g. chicken, goats, rabbit etc.

Takes pupils to a nearby animal farm

INSTRUCTIONAL RESOURCES

Chart of farm animals.

i. Animals used for transportation e.g. donkey, camel.

ii. Animals used for security e.g. dog, cat.

Shows pupils a chart of animals used for transportation and security.

INSTRUCTIONAL RESOURCES

Some farm animals, chart.

Animals kept as pets, e.g. cats, dogs and parrots.

Takes pupils to visit animal farm

INSTRUCTIONAL RESOURCES

Chart of farm animals.

Animals used for sport e.g. horse

Shows pupils animals used for hunting and sports.

INSTRUCTIONAL RESOURCES

Chart and pictures.

Advantages and How it is practiced.

sources of water, tap, well stream etc.

various ways of Allah’s blessings to His creature

Why ablution is performed.

What is required for performing it?

When do we clean ourselves?

• Time of Adhan ( call to prayer)
• Reason for adhan

• Table manners, sneezing, visiting toilet, greeting etc.

• Zuhur,
• Asr,
• Magrib,
• Ishai, and
• Subh

• Mukhtar and Daruri
• Importance of observing prayers on time.

• Fataha
• Kasra and
• Dhumma

All powerful (john 4:26)

That we might serve him and worship him

To reproduce Genesis 1:28

To take care of everything he has made

Toys, cars, table, etc

(Luke 1:26- 38

Activities: Teacher reads and explain the bible passages.

Pupils: listen and ask questions

Instructional materials: Bible list steps to become a Christian (Acts 2:37-39)

Pupils: mention good things they have done in the past.

Activities teacher give pupils the opportunities to accept Jesus as their lord and savior.

Pupils: pray to become a Christian if they want

Instructional resources: picture of people praying to god.

Activities: leads in discussing why we should love and obey God

Pupils articulated in discussion on why we should obey God

Instructional resources’ :- showing for obedience

Activities the teacher should counsels pupils to obey the law of the land or nation

Pupils play a role to report lost item an punishments for stealing instructional resources picture of a prisoner

Activities read and explain the bible passage

Pupil – pupil participated instructional resources picture of pupils praying together

Activities :teacher reads and explain the bible passages

Pupils : pupils participated instructional resources picture of people praying together

Activities discuss the benefit and joy of sharing things with one another

Pupils : carry out group projects e.g sweeping ,cleaning, games, etc

Parent provision

Meaning of social studies

The study of man and how problems are solved in the environment.

PUPILS: Listen and respond to questions in class on the meaning of social studies. LEARNING RESOURCE Pupils textbooks, workbook and charts.

Meaning of a family (father, mother and children)

PUPILS: Find out from home the meaning of the word “family” and report back to class.

LEARNING RESOURCE: Charts

Types of family.

The nuclear family: father, mother and children.

Extended family: father, mother, children, grandmother, grandfather uncles and aunts, cousins and nephews.

LEARNING RESOURCE Family photographs, cartoons, videos, CDs, RMs, etc.

PUPILS: Role play the family showing the qualities of a good family: honesty, love, caring, etc.

LEARNING RESOURCE Pictures and charts showing moral values as honesty, contentment etc.

PUPILS: Role play the family showing the qualities of a good family.

LEARNING RESOURCE: Pictures and charts.

meaning of culture e.g. peoples ways of life that include dressing, dancing, eating, etc.

PUPILS: Listen and respond to questions in class and participate in role play.

LEARNING RESOURCE: Pictures, charts, people from different background

Types of culture e.g. material culture

TEACHING RESOURCE: Pictures, charts and photographs.

Types of culture e.g. non – material culture

LEARNING RESOURCE: Pictures showing non – material culture.

Examples of good morals. e.g. greeting, respect, loyalty, kindness, honesty, contentment, tolerance, etc.

PUPILS: Demonstrate different types of good values.

LEARNING RESOURCE: Cartoons, posters, Rom film and video clips.

Examples of morals to show what is wrong e.g. stealing, bulling, fighting, lying, etc.

PUPILS: Demonstrate different types of bad values.

LEARNING RESOURCE: Cartoons, posters, Rom film and photographs.

Role plays morals to show what is right.

PUPILS: Participates in the role – play of good morals.

LEARNING RESOURCE: Cartoons, photographs, video clips.

Dramatize moral that shows what is wrong.

PUPILS: Participates in the drama of bad values.

LEARNING RESOURCE: Cartoons, photographs, video clips.

PUPILS: Demonstrate and dramatics the reason.

LEARNING REASOURCE: Posters, charts and pictures.

LEARNING RESOURCE Charts, pictures, posters and materials.

LEARNING RESOURCES: Charts, pictures, posters and drawing materials.

LEARNING REASOURCE Posters, charts and pictures of effects.

PUPILS: Participate in the drama as actors, actresses

LEARNING REASOURCE: Video clip, stage, microphone.

Meaning of overdose: too much eating, drinking or smoking.

LEARNING REASOURCE: textbooks, charts etc.

Causes and observable sign/symptoms of overdose e.g. coughing, fainting, stooling, etc

PUPILS: Pupils study pictures showed by the teacher.

LEARNING RESOURCE: Charts, pictures, and drawing materials.

Effects of too much eating and drinking: frequent urination, bed wetting, intoxication

Effects of inhaling too many substances e.g. smoke: watery eyes, coughing, chocking, fainting, dizziness, loss of memory.

LEARNING RESOURCE: Charts and pictures,

Dramatization to demonstrate the behaviours looks of people who eat, drink and smoke too much and how to help them.

LEARNING RESOURCE: Posters of people helping sufferers.

Meaning of food: food is anything that we eat, drink or take into our body to give us energy and help us grow.

LEARNING RESOURCE:

1. Real food items e.g. rice yam, tomatoes etc

2. Pictures of types of foods.

Foods eaten in the locality ( bread, eggs, yam, garri, fish, meat, tuwo etc)

LEARNING RESOURCE: Pictures of types of food.

Sources of food in the locality: farms, markets, rivers, etc.

PUPILS: Find out from home sources of food in their locality.

LEARNING RESOURCE: Video clips on food, pictures of farms and markets where food items are sold, produced.

1. Meaning of food safety, how to ensure that what we eat or drink is not harmful to our health.

PUPILS: Define food safety.

LEARNING RESOURCE: Pupils’ textbooks, charts, etc.

2. Guide to food safety:

-Reading food labels

-Observe signs of food spoilage and causative organisms.

-Wash your hand before and after food preparation.

LEARNING RESOURCE: Pictures showing different ways of making food safe.

1. Meaning of Risk factor: those factor that drive the occurrence of a hazard.

PUPILS: Explain risk factors.

LEARNING RESOURCE: Pupils textbooks, charts

2. Examples of risk factors in food: -Adulteration,

-Food risk incidences

-Agro chemical induced death etc.

PUPILS: Participate in class discussion on risk factors associated with food distribution and preparation.

LEARNING RESOURCE: Video clip on risk factors in food.

3.Risk factors in food distribution and preparation:

-Poor storage conditions

-Poor handling

-Poor hygiene

-Other factors.

LEARNING RESOURCE Photographs of risk factors in food distribution and preparation.

1.Sources of water supply in the locality: stream, spring, river, tap, bore hole, well, rainfall.

LEARNING RESOURCE: Pictures depicting sources of water.

2.uses of water:

-Drinking,

-Washing

-Cooking etc.

PUPILS: Enumerate the sources and uses of water supply in homes.

LEARNING RESOURCE: Pictures showing domestic uses of water.

1. Meaning of security of life and property.

2. Sources of danger and insecurity e.g. road accidents, fire outbreak, kidnapping, relationship with strangers, eating unsafe Food, fake drugs intake etc.

2. Teacher guides pupils to identify sources of danger and insecurity.

3. Teacher directs the role-playing of fire outbreak/road accidents.

PUPILS: 1. Contribute ideas to the meaning.

2. Find out other sources of insecurity.

3. Dramatize fire outbreaks and appropriate response.

LEARNING RESOURCE: Textbooks, charts and pictures of road accident and fire out – breaks

1. Meaning of Respect:

a) Feeling of admiration for something or somebody because of their good qualities or achievement.

b) Polite behaviour towards or care for somebody/thing/place you think is important.

1. Tells pupils stories why we should respect elders and leaders

2. Demonstrates how they can show respect in their localities.

3. Shows pupils charts and pictures of a mosque, church, palace etc flag, shield, mace and the Nigerian Constitution

PUPILS

1. Listen to the stories and participate in class discussion.

2. Look and interpret the pictures and regalia.

3. Listen and ask questions.

4. Demonstrate how to respect people, places, things and time.

INSTRUCTIONAL RESOURCES

1. Charts of children greeting their elders in their localities.

2. Charts and pictures of Mosque, Church and Palace, etc.

3. Pictures of Government properties.

4. Cartoons, textbooks, posters, Video clips.

5. Visit to important places e.g. a king’s palace, mosque, church, museum, National Assembly.

Traditional Rulers, Parents, Leaders e.g. prefects, principals, Ministers, Commissioners etc; Politicians, Religious Leaders.

1. Tells pupils stories why we should respect elders and leaders

2. Demonstrates how they can show respect in their localities.

3. Shows pupils charts and pictures of a mosque, church, palace etc flag, shield, mace and the Nigerian Constitution

PUPILS

1. Listen to the stories and participate in class discussion.

2. Look and interpret the pictures and regalia.

3. Listen and ask questions.

4. Demonstrate how to respect people, places, things and time.

INSTRUCTIONAL RESOURCES

1. Charts of children greeting their elders in their localities.

2. Charts and pictures of Mosque, Church and Palace, etc.

3. Pictures of Government properties.

4. Cartoons, textbooks, posters, Video clips.

5. Visit to important places e.g. a king’s palace, mosque, church, museum, National Assembly.

-Time, Public properties, Constitution, mace, public building, national flags, palaces, and utilities

1. Tells pupils stories why we should respect elders and leaders

2. Demonstrates how they can show respect in their localities.

3. Shows pupils charts and pictures of a mosque, church, palace etc flag, shield, mace and the Nigerian Constitution

PUPILS

1. Listen to the stories and participate in class discussion.

2. Look and interpret the pictures and regalia.

3. Listen and ask questions.

4. Demonstrate how to respect people, places, things and time.

INSTRUCTIONAL RESOURCES

1. Charts of children greeting their elders in their localities.

2. Charts and pictures of Mosque, Church and Palace, etc.

3. Pictures of Government properties.

4. Cartoons, textbooks, posters, Video clips.

5. Visit to important places e.g. a king’s palace, mosque, church, museum, National Assembly.

1. Tells pupils stories why we should respect elders and leaders

2. Demonstrates how they can show respect in their localities.

3. Shows pupils charts and pictures of a mosque, church, palace etc flag, shield, mace and the Nigerian Constitution

PUPILS

1. Listen to the stories and participate in class discussion.

2. Look and interpret the pictures and regalia.

3. Listen and ask questions.

4. Demonstrate how to respect people, places, things and time.

INSTRUCTIONAL RESOURCES

1. Charts of children greeting their elders in their localities.

2. Charts and pictures of Mosque, Church and Palace, etc.

3. Pictures of Government properties.

4. Cartoons, textbooks, posters, Video clips.

5. Visit to important places e.g. a king’s palace, mosque, church, museum, National Assembly.

1. Meaning of rules and regulations

– do’s and don’ts that guide social behaviour.

1. Leads class discussion on the meaning of rules and Regulations.

2. Shows pictures/video clips of children receiving gifts and guides discussion on the various gains for obeying rules.

3. Presents pictures of children suffering from the results of disobeying rules and regulations and leads class discussion on the pictures.

4. Discusses the NAFDAC rules and regulations on food and drug control.

PUPILS

1. Participate in class discussion on rules and regulations.

2. Interpret the pictures on children receiving gifts and participate in discussion.

3. Describe pictures of children suffering from the results of disobeying laws.

INSTRUCTIONAL RESOURCES

1. Pupils’ textbooks

2. Pictures of children receiving gifts.

3. Video clips

4. Pictures of children suffering from the consequences of disobedience.

5. Food and Drug packs and instructional leaflets.

6. Pictures and Diagrams of different foods and drugs.

1. Leads class discussion on the meaning of rules and Regulations.

2. Shows pictures/video clips of children receiving gifts and guides discussion on the various gains for obeying rules.

3. Presents pictures of children suffering from the results of disobeying rules and regulations and leads class discussion on the pictures.

4. Discusses the NAFDAC rules and regulations on food and drug control.

PUPILS

1. Participate in class discussion on rules and regulations.

2. Interpret the pictures on children receiving gifts and participate in discussion.

3. Describe pictures of children suffering from the results of disobeying laws.

INSTRUCTIONAL RESOURCES

1. Pupils’ textbooks

2. Pictures of children receiving gifts.

3. Video clips

4. Pictures of children suffering from the consequences of disobedience.

5. Food and Drug packs and instructional leaflets.

6. Pictures and Diagrams of different foods and drugs.

1. Leads class discussion on the meaning of rules and Regulations.

2. Shows pictures/video clips of children receiving gifts and guides discussion on the various gains for obeying rules.

3. Presents pictures of children suffering from the results of disobeying rules and regulations and leads class discussion on the pictures.

4. Discusses the NAFDAC rules and regulations on food and drug control.

PUPILS

1. Participate in class discussion on rules and regulations.

2. Interpret the pictures on children receiving gifts and participate in discussion.

3. Describe pictures of children suffering from the results of disobeying laws.

INSTRUCTIONAL RESOURCES

1. Pupils’ textbooks

2. Pictures of children receiving gifts.

3. Video clips

4. Pictures of children suffering from the consequences of disobedience.

5. Food and Drug packs and instructional leaflets.

6. Pictures and Diagrams of different foods and drugs.

1. Leads class discussion on the meaning of rules and Regulations.

2. Shows pictures/video clips of children receiving gifts and guides discussion on the various gains for obeying rules.

3. Presents pictures of children suffering from the results of disobeying rules and regulations and leads class discussion on the pictures.

4. Discusses the NAFDAC rules and regulations on food and drug control.

PUPILS

1. Participate in class discussion on rules and regulations.

2. Interpret the pictures on children receiving gifts and participate in discussion.

3. Describe pictures of children suffering from the results of disobeying laws.

INSTRUCTIONAL RESOURCES

1. Pupils’ textbooks

2. Pictures of children receiving gifts.

3. Video clips

4. Pictures of children suffering from the consequences of disobedience.

5. Food and Drug packs and instructional leaflets.

6. Pictures and Diagrams of different foods and drugs.

1. Why study Civic Education:

– understand democratic and Civic rights and responsibilities.

– nurture and sustain democracy, etc.

Guides discussion on the need for Civic Education.

PUPILS

1. Listen to teacher’s explanations.

2. Contribute to discussions.

INSTRUCTIONAL RESOURCES

1. Textbooks

2. Pictures of a democratic activity and citizens performing some Civic responsibilities in a democracy e.g. senate in session and people voting and campaign.

3. Video clips on democratic activities

4. Radio Jingles

– learn about systems and institutions of government, democratic processes, etc.

-acquire skills such as active citizenship, inquiry, cooperation, etc.

-stimulation of civic engagement in the political, social and economic processes.

-citizens are educated on their multiple roles in society, e.g. as producers and consumers, of goods and services etc.

1. Guides discussion on the need for Civic Education.

2. Leads pupils to mention the topics and specific benefits of learning Civic Education.

PUPILS

1. Listen to teacher’s explanations.

2. Contribute to discussions.

INSTRUCTIONAL RESOURCES

1. Textbooks

2. Pictures of a democratic activity and citizens performing some Civic responsibilities in a democracy e.g. senate in session and people voting and campaign.

3. Video clips on democratic activities

4. Radio Jingles

-HIV/AIDS Education,

-Drugs Abuse Education, etc.

Guides the class to identify some ways of public health enlightenment campaigns as part of civic education.

PUPILS

1. Listen to teacher’s explanations.

2. Contribute to discussions.

3. Identify ways of public health enlightenment campaigns as part of Civic Education.

INSTRUCTIONAL RESOURCES

1. Textbooks

2. Video clips.

3. Posters and pictures of Public Health Enlightenment Campaigns.

1. Meaning of security of life and property.

1. Guides pupils to explain the meaning of security.

2. Guides pupils to identify sources of danger and insecurity.

PUPILS

1. Contribute ideas to the meaning of security

2. Find out other sources of insecurity.

INSTRUCTIONAL RESOURCES

Textbooks, pictures on road accidents and fire outbreaks.

2. Sources of danger and insecurity e.g. road accidents, fire outbreaks, relationship with strangers, kidnapping, eating unsafe food, fake drugs intake, etc.

Directs the role-playing fire outbreaks/road accidents.

PUPILS

Dramatize fire outbreaks/road accidents and appropriate response.

INSTRUCTIONAL RESOURCES

Textbooks, pictures on road accidents and fire outbreaks.

1. Definition of art and culture.

2.Branches of art:Drama,painting,drawing,music etc.

-Pupils mention and write the branches of art.

-Teaching resources:Pictures,text books.

1.Identification of art materials

2.Uses of each

3.Drawing of art materials

-Teacher draws them on the board.

-Pupils mention and write the materials.

-Teaching resources:pencil, ruler,crayons,water colour,drawing books.

-Definiton of functional art

-Types of functional arts e.g.woven items like mats,baskets,hand fans.

-Shows illustrations of functional art works found at home

-Puplis identify defferent types of woven art works.

-Teaching resources:pictures, real art works.

Drawing of baskets,hand fans,mats.

– pupils draw in their drawing books.

-Teaching resources real woven art material pictures.

She guides them to paint

-pupils draw and paint a carved calabash

-Teaching resources pencil, calabash, crayon paper.

1.Definition of craft

2.Identification of craft works:Embroidery,knitting,pottery,leather work e.t.c.

-teacher writes the types of craft e.g. Embroidery

-pupils write the meaning of craft and types.

-teaching resources:wall hanging,table cover e.t.c.

1.Area or state/town where these craft work are common:

weaving of aso oke:Iseyin

2.pot making:Abuja e.t.c.

-Teacher shows them pictures of people working.

-Pupils writes where they practice all these craft works.

-Teaching resources:pictures of people weaving aso oke in oyo state.

1.Collection of clay

2.knealing of clay

3.removal of impurities in clay.

-Teacher writes the steps for pupils

-pupils watches teacher on how to prepare clay.

-pupils prepare their own clay.

-Teaching resources:clay,bowl,water,nylon.

Moulding a pot

(practical)

-Teacher moulds pot by using coiling method.

-pupils watch the teacher moulding.

-pupils mould their own pots

-Teaching resources:clay, spatulars,water,bowl,nylon.

Painting to craft works:basket and sleeping mats

-Teachers guides pupils to paint basket and mat,crayon,pencil.

Display of all craft works that’s that can be found in the school and home

-pupils bring craft works and their own works for exhibitions.

-Teaching resources:all craft works brought by pupils and pictures.

Christmas carol

-Teacher teaches them the reasons for Christmas.

-pupils sing Christmas carols.

-Teaching resources:manager,baby doll,candles

DRAWING AND PAINT OF CRAFT WORK e.g BASKET,POT,CALABASH

-pupils draw and pain different types of craft works.

-Teaching resources:pencil, drawing books,crayon.

-IDENTIFICATION OF BEADS FOR DIFFERENT OCCASIONS .

-USES OF BEADS

-MAKING DIFFERENT TYPES OF BEAD.

-Teacher explains the uses and shows them how to make beads of how to make beads of different kinds.

IDENTIFICATION OF DIFFERENT TYPES OF WOVEN CLOTHES e.g.ASO OKE, AKWUETE, SAKI, KENTE.

DEFINITION OF RHYMES:TYPES RYTHEMS e.g.TRADITIONAL,CHILDREN, OCCASIONAL RYTHMES e.g. rain ,rain go away.

Teacher recities so many rythmes

Pupils copy some rythmes and recites them.

-Teacheing resources picture books and rythme books.

-pupils recite rhymes taught by the teacher and they learn the lyrics of rhymes.

-Teacher plays C.D. for pupils on rhymes and allows them to recite in groups.

-pupils listen to C.D. or tape recorder.

-They recite in group.

Recitation of rhymes from a tape recorder or C.D.

-Recitation of rhymes in groups

-pupils listen to C.D. or tape recorder.

-They recite in group.

-Meaning of role play

-name of some actors and actresses in Nigerian movies

-pupils recite rhymes in their languages.

-meaning of role play.

-names of somes actors and actresses in Nigeria movies.

-Meaning of folk talk or story

-Demonstration of a character in a story book or folk tales e.g.Tortoise,rabbit

-Teacher demonstrates the characters in the story.

-pupils listens and the demonstrates characters.

-Teaching resources:story books.

-pupils answer the questions on last term.

-Teaching resources:last terms question paprs.

-Demonstration of a character in a story book that was read e.g.obi as a hard working boy in a story book.

-pupils listen and they act like obi in the story book.

-teaches resources:story books and costumes.

-Creation of stories using these themes :Tolerance, service to the nation,respect,obidence.

-Teacher groups pupils on each of these themes to tell their own stories .

-Teaching resources:story books.`

-Stories on environment or in the media.

-pupils tell their own stories from their environmental experiences

-Stories on environment or in the media.

-Types of ceremonies:Traditional, religious,festivals,carnivals, national ceremonies eg. May day, Democracy day,children’s day.

-pupils listen and mention types of ceremonies in their local area

-Teaching resources pictures of different types of ceremonies.

-Ceremonies bring unity,remembrance,joy, peace.

-Teacher writes the importance for children pupils write in the books.

Traditional ceremonies include: naming,fishing,durbar,yam festival,marriage.

-pupls listen and they say the ceremonies they have witnessed.

-Teaching resources:pictures of different ceremonies.

-Christmas , sallah,easter.

-Teacher cals pupils to say how they cerebrate each of these religious ceremomies.

-pupils explain how these are celebrated in their area.

-Teaching resources pictures of Jesus in a manager.

1.Egungun festival in oyo state

2. Abuja carnival

3.Atilogwu dancers in Anambra state

4.Eyo masquerade in lagos.

-Teacher teaches them why these are celebrated every year .

-pupils listen and say how these festivals are performed in their area.Teaching resources pictures.

-Eyo masquerade

-carnivals

-Atilogwu dancers

-pupils observe these pictures and apply colours into their drawings.

-Teaching resources :pictures of different festivals.

-Body decoration, hair styles, make ups, clothes

Pupils write in their books and they mention more of body decorations e.g lalle ,tattoos etc.

-Teaching resources e.g. tangle, tiro, white, chalk, powder.

مثل السلام عليكم ورحمة الله. وعليكم السلام ورحمة الله وبركاته.

صباح الخير؟ صباح النور

نهار الخير؟ نهار النور أو نهار السعيد

مساء الخير؟ مساء النور

مثل. س: مااسمك يا أخى؟

ج: إسمى ……….

س: مااسم أبيك؟

ج: إسم أبى………

س: مااسم أمك؟

ج: إسم أمى……..

التعريف بالآشياء فى المدرسة مثل: سبورة, ممسحةز التعريف بالآشياء فى المستشفى مثل: حقنة, سرير, بطانية, سماعة

مثل: أ , ب , ت , ث , ج , ح , خ , د , ذ, ر , ز

ب, ج, د, ت, ر, ث, أ,ح ذ, خ

مثل: أ ع, د, ذ, ث

مثل: من ألف إلى راء

مثل: قطتى صغيرة # إلى …..

من واحد إلى عشر

كتابة الحروف فى الهواء وعلى الأرض ثم الكراسة

للدروس السابقة

التحايا مع المحادثة

التعارف

التعريف بالأشياء

الآصوات العربية بالترتيب

الآصوات العربية بدون الترتيب

الآصوات المتشابهة فى النطق

قرأة بعض الحروف الهجائية

الأناشيد العربية

نطق الأرقام العربية

الخط العربية

المراجعة العامة

الإمتحان

والتصحيح

الثانى

الثالث

الرابع

الخامس

السادس

السابع

الثامن

التاسع

العاشر

الحادى عشر

الثانى عشر

الثالث عشر والرابع عشر

س: متى جئت؟ كم الساعة؟

ج- جئت فى الساعة السابعة صباحا أو مساءا أو نهارا

من زاي إلى فاء

أمى أمى الخ

من ١١ إلى ٢٠

رسم الأشياء بلونها مثل: جبل, كرة, شجرة, كلب.

كتابة الحروف والأرقام فى الهواء وعلى الأرض ثم الكراسة مثل: ب, ف, ١, ٢, ٣.

التمييز بين ح خ فى الكلمة مثل: حبل وخيل.

مدرستى مدرستى….

للدروس السابقة

التعارف بالأزمنة

قراءة بعض الحروف الهجائية

الأناشيد العربية المختارة

نطق الأرقام العربية

الرسم

الخط العربى

الأصوات المتشابهة

الأناشيد العربية المناسبة

المراجعة العامة

الإمتحان والتصحيح

الثانى

الثالث

الرابع

الخامس

السادس

السابع

الثامن

التاسع

العاشر

الحادى عشر

والثانى عشر

كيفية التحية والإجابة مثل: السلام عليكم ورحمة الله. وعليكم السلام ورحمة الله.

كيف س- أنت؟ ج- أنا بخير

فى الشكل واللون مثل: رسم الكتاب والقلم والمسطرة

من قاف إلى ياء على الأرض قم فى الكراسة.

القصص القصيرة المفيدة المشتملة على الأمانة والصدق والتواضع وبر الوالدين.

من الأشياء الموجودة فى المدرسة مثل: طباسير, مسطرة, فصل الخ

ياإلهى ياإلهى # يامجيب الدعوات

إجعل اليوم سعيدا # ………..

معرفة الحروف الهجائية عن طريق الشفهى مثل: ما هو الحرف الأول؟ وما هو الحرف الأخير؟

من ٢٠ إلى ٣٠

القصص القصيرة المفيدة المشتملة على العدل والإحسان ووفاء العهد.

للدروس السابقة

المحادثة

التعارف بالأشياء

الخط العربى

المطالعة

الرسم

الآناشيد العربية

القراءة والفهم

نطق الأرقام العربية

المطالعة

المراجعة العامة

الإمتحان

والتصحيح

الثانى

الثالث

الرابع

الخامس

السادس

السابع

الثامن

التاسع

العاشر

الحادى عشر

الثانى عشر

والثالث عشر