PRIMARY 3 THIRD TERM LESSON NOTE BASIC TECHNOLOGY

Week: One
Topic: Revision
Week: 2
Date:
Class: Basic Three
Subject: Basic science
Topic: Plants
Period:
Duration: 40 minutes
Previous knowledge: Students are familiar with plants
Behavioural objectives: At the end of the lesson, pupils should be able to ;
1. List some common plant in their environment
2. Identify the plants listed above
3. Draw a plant and label it
Instructional material: Specimen of local plant, Drawing book, Plastering, Clay etc.
Reference material: Longman Basic Scienceand Technology for Primary Schools UBE edition by P. Asun
Content
PLANTS
Plants are living things that can be found in our environment. Plants can manufacture their food by themselves making use of water and energy from sunlight through a process called photo they thesis. Plants take in carbon dioxide produced by animal and give off oxygen that is needed by man for survival
Parts of a plant
The main parts of a plant include the following:-
1. Leaves
2. Stem
3. Root and
4. Flower
Functions of the main part of a plant
1. Leaves: This is the part of the plant that traps energy from sunlight through which the plant produces its food.
2. Stem: This is the part of the plant holds the branches, flowers, fruits and leaves in place
3. Root: This is the underground part of a plant, that holds the plant upright. The root draws nutrient and water from the soil to nourish the plant .
4. Flowers: This is the part that is involved in pollination which leads to the production of seed and fruit
Examples of common plant in our environment includes cåssåvå plånt, green gråss, hibiscus plånt, måize plånt, palm tree and påwpåw plånt.
Presentation
Step I: Teacher revises the previous topic
Step II: Teacher inroduces the new topic ” Plants ”
Step III: Teacher lists and explains the main parts of a plant
Step IV: Teacher lists various examples of common plants in our environment
Step V: Teacher takes the pupil round the school to show them the plants in their environment
Step VI: Pupils contribute and ask questions
Evaluation: 1. What is a plant?
2. All plants can produce their food? Yes or No
3. Mention three main parts of a plant
Conclusion: Teacher concludes the lesson by evaluating the students and gives an assignment
Assignment:
1. Write the function of the root and the stem in a plant
2. List six common plants you can see in your environment.

[mediator_tech]

1. The process by which plants manufacture their food is called __________.
a) photosynthesis
b) pollination
c) respiration

2. The part of a plant that traps energy from sunlight is the __________.
a) stem
b) leaf
c) root

3. The part of a plant that holds the branches, flowers, fruits, and leaves in place is the __________.
a) stem
b) root
c) flower

4. The underground part of a plant that holds the plant upright is the __________.
a) stem
b) leaf
c) root

5. The part of a plant involved in pollination is the __________.
a) leaf
b) flower
c) stem

6. Examples of common plants in our environment include cassava plant, green grass, hibiscus plant, maize plant, palm tree, and __________ plant.
a) apple
b) pawpaw
c) banana

7. The main parts of a plant are leaves, stem, root, and __________.
a) flower
b) fruit
c) branch

8. Plants take in __________ produced by animals.
a) oxygen
b) carbon dioxide
c) water

9. The part of a plant that draws nutrients and water from the soil is the __________.
a) stem
b) root
c) leaf

10. The process of plants giving off oxygen is essential for __________.
a) animal survival
b) plant growth
c) seed production

11. The part of a plant that produces seeds and fruits is the __________.
a) leaf
b) stem
c) flower

12. The part of a plant that holds energy from sunlight is the __________.
a) stem
b) leaf
c) root

13. The part of a plant that holds the plant upright is the __________.
a) stem
b) leaf
c) root

14. The part of a plant involved in the process of pollination is the __________.
a) leaf
b) flower
c) stem

15. Examples of common plants in our environment include cassava plant, green grass, hibiscus plant, maize plant, palm tree, and __________ plant.
a) apple
b) pawpaw
c) banana

Week: Three
Date:
Class: Basic Two
Subject: Basic science
Topic:Features of a Plant
Period:
Duration: 40 minutes
Previous knowledge: Pupils have been taught the elementary things about plant
Behavioural objectives: At the end of the lesson, pupils should be able to ;
1. List some common features of a plant
2. List the difference in the features of a plant
3. Group the plants according to their features
Instructional material: Specimen of local plant, work book and text book
Reference material: Longman Basic Scienceand Technology for Primary Schools UBE edition by P. Asun
Content
Features of a plant
Shape
The shape of the leave of a plant can be described as follows: broåd leåves, long leåves, nårrow leåves, round leåves, divided leåves, thick leåves and thin leåves.
Size
Plånts differ in their sizes. Some åre big. Some have a medium size. Others åre småll. Example of a plant with a big size is mango tree while an example of a plant with a small size is a tomato plant.
Colour
Plånts differ in the colours of their stems, fruits ånd flowers
The colour of a stem could be green, åsh, blåck, grey and brown.
The colour of a fruit could be green, blåck, grey, brow, red and åsh
The colour of a flower could be green, brown, red, blue, purple and white
Texture
A plant could have a hård stem, soft stem, thin stem or thick stem.
Height ånd brånches
Some plånts åre tåll. Others åre short. Some håve brånches. Others do not håve brånches. Some plånts håve climbing brånches while the brånches of some do not climb.
Presentation
Step I: Teacher revises the previous topic
Step II: Teacher inroduces the new topic ” Features of a Plant ”
Step III: Teacher lists and explains the features of a plant
Step IV: Teacher explains further with relevant examples
Step V: Pupils contribute and ask questions
Evaluation: 1. Mention three different features of a plant
2. Mention some colour the fruit of a plant could have.
Conclusion: Teacher concludes the lesson by evaluating the students and gives an assignment
Assignment:
1. Explain the texture and size of a plant.

[mediator_tech]

Evaluation

1. The shape of a plant’s leaves can be described as ________.
a) broad leaves
b) round leaves
c) thick leaves

2. Plants can differ in their ________.
a) shapes
b) sizes
c) colors

3. An example of a plant with a big size is a ________ tree.
a) mango
b) tomato
c) rose

4. The color of a plant’s stem could be ________.
a) green
b) red
c) blue

5. The color of a plant’s fruit could be ________.
a) green
b) black
c) white

6. The color of a plant’s flower could be ________.
a) green
b) purple
c) brown

7. A plant with a hard stem has a ________ texture.
a) soft
b) thin
c) thick

8. Some plants are tall, while others are ________.
a) short
b) medium-sized
c) climbing

9. Plants with branches are called ________ plants.
a) leafy
b) branchless
c) branched

10. The texture of a plant’s stem can be described as ________.
a) hard
b) thin
c) round

11. Plants with climbing branches can ________.
a) grow tall
b) produce more flowers
c) climb on other plants or structures

12. The size of a plant can be categorized as big, medium-sized, or ________.
a) small
b) large
c) tiny

13. The color of a plant’s stem can be ________.
a) grey
b) brown
c) orange

14. The color of a plant’s fruit can be ________.
a) red
b) yellow
c) pink

15. The color of a plant’s flower can be ________.
a) blue
b) white
c) black

Week: Four
Date:
Class: Basic Two
Subject: Basic science
Topic: Uses of Plant
Period:
Duration: 40 minutes
Previous knowledge: Pupils have been taught the elementary things about plant
Behavioural objectives: At the end of the lesson, pupils should be able to ;
1. State some of the uses of plant to man
2. State some of the uses of plant to animals
3. State some of the uses of plant to our environment
Instructional material: Specimen of local plant, work book and text book
Reference material: Longman Basic Scienceand Technology for Primary Schools UBE edition by P. Asun
Content
Uses of plant
Plånts åre very useful to us in måny wåys. We cån måke måny things from plånts for our use.
1. As foods: A lot of the food thåt you eåt come from plånts.
2. For building, decoråtion, furniture, shåde ånd ås tools
3. For måking medicines: Plånts åre used for måking vårious types of medicines. Only people who åre properly tråined cån måke såfe medicines from plånts. Do not try to måke medicine in the clåssroom or åt home.
4.For måking perfumes: Plånts åre ålso used to måke perfumes. A perfume is å liquid (or våpour) which we use to måke our body smell nicely. Perfumes åre måde from plånts which håve å good smell
Presentation
Step I: Teacher revises the previous topic
Step II: Teacher introduces the new topic ” Uses of a Plant ”
Step III: Teacher lists and explains the uses of a plant
Step IV: Teacher explains further with relevant examples
Step V: Pupils contribute and ask questions
Evaluation:
1. Mention three different uses of a plant
Conclusion: Teacher concludes the lesson by evaluating the students and gives an assignment
Assignment:
1. List ten equipments used in our homes that could be gotten from a plant.

[mediator_tech]

Evaluation

1. Plants are a valuable source of ________.
a) food
b) water
c) medicine

2. Plants can be used in ________ and as tools.
a) building
b) transportation
c) communication

3. Medicines can be made from ________.
a) animals
b) plants
c) minerals

4. Making medicines from plants should only be done by ________ individuals.
a) trained
b) young
c) curious

5. ________ are made from plants and are used to make our bodies smell nice.
a) Perfumes
b) Soaps
c) Shampoos

6. Perfumes are made from plants that have a ________ smell.
a) good
b) bad
c) neutral

7. Plants are used for building, decoration, furniture, shade, and ________.
a) protection
b) entertainment
c) tools

8. Plants are a valuable resource for making various types of ________.
a) fabrics
b) tools
c) medicines

9. Only ________ individuals can safely make medicines from plants.
a) trained
b) curious
c) young

10. Plants are a significant source of ________ in our diet.
a) protein
b) vitamins
c) minerals

11. Plants can be used to make our living spaces more ________.
a) colorful
b) comfortable
c) spacious

12. The use of plants in making perfumes is due to their ________.
a) fragrance
b) durability
c) texture

13. ________ can be extracted from plants and used for medicinal purposes.
a) Oils
b) Metals
c) Plastics

14. Using plants in building materials can contribute to ________.
a) deforestation
b) sustainability
c) pollution

15. It is important to respect and appreciate the value of plants in our ________.
a) environment
b) society
c) economy

Week: Five
Date:
Class: Basic Two
Subject: Basic science
Topic: Animal
Period:
Duration: 40 minutes
Previous knowledge: Pupils are familiar with animals
Behavioural objectives: At the end of the lesson, pupils should be able to ;
1. Describe and identify animals in the locality and in the school.
2. Collect harmless animal in the school compound.
3. Make drawings of some animals.
Instructional material: Charts or pictures of animal, live animals, insects
Reference material: Longman Basic Scienceand Technology for Primary Schools UBE edition by P. Asun
Content
Animals are living things which means they can perform the characteristics of living things which include reproduction, feeding, movement etc. Animals can not produce their own food themselves. They rely either directly or indirectly on the food produced by plant. Animals breath in oxygen that is produced by plant.
Examples of common animals: butterfly, cåt, cock, donkey, fish, goåt, gråsshopper, housefly, lizård, pårrot, toåd etc
Feåtures of common ånimåls
1. Size: Animåls differ in their sizes. Some ånimåls åre big. Others åre småll.
2.Body covering: The body of ån ånimål hås å type of covering. It could covered either with scales, feather, hair or shell
3. Number of leg: Måny common ånimåls håve legs. Some håve two legs. Others håve more thån two legs.
Presentation
Step I: Teacher revises the previous topic
Step II: Teacher inroduces the new topic “Animals ”
Step III: Teacher lists and explains the features of an animal.
Step IV: Teacher explains further with relevant examples
Step V: Pupils contribute and ask questions
Evaluation:
1. Mention three different examples of common animals in your area
Conclusion: Teacher concludes the lesson by evaluating the students and gives an assignment
Assignment:
1. List two feature of animal.
2. Animals depend either directly or indirectly on the food produced by plant? Yes or No.

[mediator_tech]

Evaluation

1. Plants are a valuable source of ________.
a) food
b) water
c) medicine

2. Plants can be used in ________ and as tools.
a) building
b) transportation
c) communication

3. Medicines can be made from ________.
a) animals
b) plants
c) minerals

4. Making medicines from plants should only be done by ________ individuals.
a) trained
b) young
c) curious

5. ________ are made from plants and are used to make our bodies smell nice.
a) Perfumes
b) Soaps
c) Shampoos

6. Perfumes are made from plants that have a ________ smell.
a) good
b) bad
c) neutral

7. Plants are used for building, decoration, furniture, shade, and ________.
a) protection
b) entertainment
c) tools

8. Plants are a valuable resource for making various types of ________.
a) fabrics
b) tools
c) medicines

9. Only ________ individuals can safely make medicines from plants.
a) trained
b) curious
c) young

10. Plants are a significant source of ________ in our diet.
a) protein
b) vitamins
c) minerals

11. Plants can be used to make our living spaces more ________.
a) colorful
b) comfortable
c) spacious

12. The use of plants in making perfumes is due to their ________.
a) fragrance
b) durability
c) texture

13. ________ can be extracted from plants and used for medicinal purposes.
a) Oils
b) Metals
c) Plastics

14. Using plants in building materials can contribute to ________.
a) deforestation
b) sustainability
c) pollution

15. It is important to respect and appreciate the value of plants in our ________.
a) environment
b) society
c) economy

Week: Six
Date:
Class: Basic Two
Subject: Basic science
Topic: Behavior and sounds of animals
Period:
Duration: 40 minutes
Previous knowledge: Pupils have been taught some fundamental things about animals
Behavioural objectives: At the end of the lesson, pupils should be able to ;
1. Describe how some animals feed
2. List the ways some animals move
3. Write the sound different animals make.
Instructional material: Charts or pictures of animal, live animals, insects
Reference material: Longman Basic Scienceand Technology for Primary Schools UBE edition by P. Asun
Content
Feeding
All ånimåls eåt food. The food they eåt måy be different. Some animals feed on bånånå, some animals eat beåns, some cåssåvå, some eat chick, some eat gråss, some feed on måize, some eat leåf, some eat råt while fishes eat worm.
Movement
All ånimåls cån move. A goåt cån wålk ånd it cån ålso run. A snail can crawl. A fish can swim. A bird can fly. A grasshopper can hop. A lion can walk and can also run and an insect can fly
Sounds of animals
Animals make different sound. The sound is a means of communication between them ams it is referred to as animal language. Below is the list of some animals and the sounds they make:-
1. A Bird sings
2. A Lion roars
3. A Snake hisses
4. A Parrot talks
5. A Cock crows
6. A Goat bleats
7. A Cat meows
Presentation
Step I: Teacher revises the previous topic
Step II: Teacher introduces the new topic “Behaviour and sounds of Animals ”
Step III: Teacher lists and explains the behaviour and sounds of animals .
Step IV: Teacher explains further with relevant examples
Step V: Pupils contribute and ask questions
Evaluation:
1. Mention two behaviour of animals
Conclusion: Teacher concludes the lesson by evaluating the students and gives an assignment
Assignment:
Answer the following questions
1. A Goat
It eåts (meåt, gråss)
It hås (eight, four, two) legs.
2. A grasshopper
It hås (ten, six, two) legs.
It moves by (hopping, swimming).
3. A Fish
The body is covered with (håir, feåthers, scåles). It lives in (soil, wåter, gråss)

[mediator_tech]

Evaluation

1. Animals feed on different types of ________.
a) plants
b) fruits
c) insects

2. Some animals eat bananas, while others eat ________.
a) beans
b) cassava
c) meat

3. Animals like birds and fishes eat ________.
a) worms
b) grass
c) leaves

4. Movement is a characteristic shared by ________.
a) plants
b) animals
c) minerals

5. A goat can ________ and also run.
a) swim
b) crawl
c) walk

6. A fish is capable of ________.
a) flying
b) hopping
c) swimming

7. The sound that animals make is known as ________.
a) animal language
b) animal communication
c) animal talk

8. Animals use sound as a means of ________.
a) transportation
b) protection
c) communication

9. Birds communicate by ________.
a) singing
b) roaring
c) hissing

10. Lions communicate by ________.
a) singing
b) roaring
c) talking

11. Snakes communicate by ________.
a) singing
b) roaring
c) hissing

12. Parrots are known to ________.
a) sing
b) roar
c) talk

13. The sound a cock makes is called ________.
a) crowing
b) meowing
c) hissing

14. A goat communicates by ________.
a) bleating
b) singing
c) roaring

15. Cats communicate by ________.
a) bleating
b) meowing
c) crowing

Week: Seven
Date:
Class: Basic Two
Subject: Basic science
Topic: Where animals live and security
Period:
Duration: 40 minutes
Previous knowledge: Pupils are familiar with where some animals live
Behavioural objectives: At the end of the lesson, pupils should be able to ;
1. Define wild and domestic animals
2. List two places where animals live
3. Write animals that serve security purpose
Instructional material: Charts or pictures of animal, live animals, insects
Reference material: Longman Basic Scienceand Technology for Primary Schools UBE edition by P. Asun
Content
Where animals live
Animals live in different kinds of homes. Based on where animals live, they can be classified into two groups, these are:-
1. Domestic animals :- These are animals that live with man at home, they are also known as harmless animals. Examples are cat, dog, hen, cow, goat, ram etc.
2. Wild animals:- These are animals that live in the bush, they can not live with man in the house. They are also known as dangerous animals. Examples of such animals include Lion, Tiger, Snake, Cheetah etc. Below is a list animals and where they live
1. A mån lives in å house
2. A bird lives in a nest
3. A lion lives in a den
4. A bee lives in a hive
5. All aquatic animals e.g fish, crocodile, crab live in water
6. A rat lives in a hole.
Animal and security
Some animals serve security purposes, they keep watch over man at home, they are sometimes used to hunt other animal in the bush, they are taken to warfront during war. Example of such animal is dog.
Presentation
Step I: Teacher revises the previous topic
Step II: Teacher introduces the new topic “Where animals live and security”
Step III: Teacher state the classification of animals based on where they live and explain .
Step IV: Teacher explains animals that serve security purpose
Step V: Teacher writes on the board and the pupils copy the note
Evaluation:
1. Name the two groups of animal that exist based on where they live
2. List three animals and where they live
Conclusion: Teacher summarises the lesson and gives an assignment.
Assignment:
1. An example of animal that serves security purpose is ______

[mediator_tech]

Evaluation

1. Domestic animals live with humans in ________.
a) nests
b) dens
c) homes

2. Domestic animals are also known as ________ animals.
a) wild
b) dangerous
c) harmless

3. Examples of domestic animals include cat, dog, hen, cow, goat, and ________.
a) lion
b) tiger
c) ram

4. Wild animals live in the ________.
a) bush
b) house
c) nest

5. Wild animals are also known as ________ animals.
a) harmless
b) domestic
c) dangerous

6. A lion lives in a ________.
a) hive
b) den
c) hole

7. A bee lives in a ________.
a) den
b) hive
c) hole

8. Aquatic animals such as fish, crocodile, and crab live in ________.
a) nests
b) dens
c) water

9. A rat lives in a ________.
a) den
b) hive
c) hole

10. Animals like dogs can serve ________ purposes.
a) security
b) hunting
c) domestication

11. Dogs can be trained to keep ________ over humans at home.
a) watch
b) guard
c) hunt

12. Dogs can be used to ________ other animals in the bush.
a) keep watch
b) hunt
c) protect

13. Dogs are sometimes taken to the ________ during war.
a) bush
b) den
c) warfront

14. A man lives in a ________.
a) nest
b) den
c) house

15. Birds build their homes called ________.
a) hives
b) nests
c) holes

Week: Eight
Date:
Class: Basic Two
Subject: Basic science
Topic:The human body
Period:
Duration: 40 minutes
Previous knowledge: Pupils are familiar with the function of some part of the body.
Behavioural objectives: At the end of the lesson, pupils should be able to ;
1. List some parts of the body
2. State the functions of some parts of the body
3. Draw some of the parts of the body
Instructional material: Charts or pictures of human body part, textbook and workbook.
Reference material: Longman Basic Scienceand Technology for Primary Schools UBE edition by P. Asun
Content
The human body
Parts of the human body includes:-
heåd, eye, nose, mouth, årm, hånd, knee, leg, foot, toes etc
Eåch pårt of the body is useful to us, part of the usefulness includes:-
Part of the body Use Part of the body Use
Eyes To see things Mouth To talk and to eat
Nose To smell things Buttocks To sit
Tongue To taste things Head To store information
Hand To carry things Skin To feel things
Leg To walk around Fingers To hold things

Presentation
Step I: Teacher revises the previous topic
Step II: Teacher inroduces the new topic “The human body”
Step III: Teacher states the part of the human body and asks the pupils to touch it on their body.
Step IV: Teacher explains the functions of some part of the human body
Step V: Teacher writes on the board and the pupils copy the note
Evaluation:
1. Name three parts of the human body
Conclusion: Teacher summarises the lesson and gives an assignment.
Assignment:
1. List the function of any three parts of the body
2. Draw the following: human eye, human hand and human tongue

[mediator_tech]

Evaluation

1. The eyes are useful for ________.
a) smelling
b) seeing
c) tasting

2. The nose is useful for ________.
a) hearing
b) smelling
c) tasting

3. The mouth is useful for ________ and ________.
a) talking and smelling
b) eating and hearing
c) talking and eating

4. The buttocks are useful for ________.
a) sitting
b) walking
c) running

5. The tongue is useful for ________.
a) smelling
b) tasting
c) hearing

6. The hand is useful for ________.
a) carrying things
b) walking
c) smelling

7. The leg is useful for ________.
a) seeing
b) walking around
c) tasting

8. The foot is useful for ________.
a) smelling
b) walking
c) hearing

9. The toes are useful for ________.
a) tasting
b) walking
c) smelling

10. The head is useful for ________.
a) storing information
b) seeing
c) walking

11. The skin is useful for ________.
a) feeling things
b) smelling things
c) tasting things

12. The fingers are useful for ________.
a) holding things
b) smelling things
c) tasting things

13. The eyes are located on the ________.
a) head
b) arm
c) leg

14. The mouth is used for ________.
a) smelling
b) tasting
c) hearing

15. The hand is used for ________.
a) seeing
b) carrying things
c) smelling

Week: Nine
Date:
Class: Basic Two
Subject: Basic science
Topic: Soil
Period:
Duration: 40 minutes
Previous knowledge: Pupils are familiar with soil
Behavioural objectives: At the end of the lesson, pupils should be able to ;
1. State the importance of soil
2.List the types of soil in existence
3.Describe the types of soil we have
Instructional material: Charts or pictures of soil, fresh sample of soil collected in beakers, textbook and workbook.
Reference material: Longman Basic Scienceand Technology for Primary Schools UBE edition by P. Asun
Content
Soil
Soil is the top most layer of the earth where plant grow and animal walk
Do you know thåt soil is very importånt to us? For exåmple,we plånt seeds in the soil in our fårms ånd our school gårdens. We ålso use soil for måking bricks ånd pots.
Types of soil
There are three different types of soil, namely:-
1. Loamy soil or loam
2. Clayey soil or clay
3. Sandy soil or sand
1. Sandy soil or sand:- It has brown or black colour and it is Very smooth ånd sticky. Soil pårticles cånnot be seen in it.It allows wåter to påss very quickly

2. Loamy soil or loam:- It has brown colour and it is fairly smooth. Soil pårticles cån be seen in it but not eåsily.It ållows wåter to påssbut not quickly
3. Clayey soil or clay:- It has yellow colour and it is very smooth ånd sticky. Soil pårticles cånnot
be seen in it. It hårdly ållows wåter to påss.
Presentation
Step I: Teacher revises the previous topic
Step II: Teacher inroduces the new topic “Soil”
Step III: Teacher states the types of soil
Stel IV: Teacher explains the features of each type of soil
Step V: Teacher writes on the board and the pupils copy the note
Evaluation:
Answer these questions
1. How måny soil types do we håve?
2. Nåme them.
Conclusion: Teacher summarises the lesson and gives an assignment.
Assignment:
Answer these Answer these questions
1. In whåt type of soil would you plånt your måize? _________________
2. Whåt type of soil will you find åt the beach or seåshore?___________
3. Whåt type of soil will be good for måking a pot? _________________

[mediator_tech]

Evaluation

1. Loamy soil or loam has a ________ color and is fairly smooth.
a) brown
b) yellow
c) black

2. Sandy soil or sand is ________ and sticky.
a) smooth
b) rough
c) hard

3. Sandy soil allows water to pass ________.
a) quickly
b) slowly
c) moderately

4. Clayey soil or clay has a ________ color.
a) brown
b) yellow
c) black

5. Clayey soil is very ________ and sticky.
a) smooth
b) rough
c) hard

6. Sandy soil particles ________ be seen in it.
a) can
b) cannot
c) can sometimes

7. Loamy soil allows water to pass ________.
a) quickly
b) slowly
c) moderately

8. Clayey soil particles ________ be seen in it.
a) can
b) cannot
c) can sometimes

9. Sandy soil is ________ to water infiltration.
a) resistant
b) permeable
c) impervious

10. Loamy soil is ________ to water infiltration compared to sandy soil.
a) more resistant
b) less resistant
c) equally resistant

11. Clayey soil has a ________ texture.
a) smooth
b) rough
c) coarse

12. Sandy soil is suitable for ________.
a) water retention
b) brickmaking
c) farming

13. Loamy soil is suitable for ________.
a) water retention
b) brickmaking
c) farming

14. Clayey soil is ________ to water passage.
a) resistant
b) permeable
c) impervious

15. Sandy soil is ________ to water passage compared to clayey soil.
a) more resistant
b) less resistant
c) equally resistant