PRIMARY 2 THIRD TERM LESSON NOTE BASIC TECHNOLOGY

Week: One

Topic: Revision

Date:

Class: Basic Two

Subject: Basic Technology

Topic: Exhibition of students’ artwork

Content
Students should choose a date and exhibit all their artwork in school.

Evaluation:
1. When should the students exhibit their artwork?
a) Week One
b) Week Four
c) They should choose a date themselves

2. Where should the students exhibit their artwork?
a) At home
b) In the classroom
c) In school

3. Who should choose the date for the exhibition?
a) The teacher
b) The students
c) The parents

4. What is the purpose of the exhibition?
a) To showcase students’ artwork
b) To sell the artwork
c) To compete with other schools

5. What should students do to prepare for the exhibition?
a) Create new artwork
b) Choose the best artwork to display
c) Keep their artwork at home

Conclusion: The exhibition of students’ artwork is a great opportunity for them to showcase their creativity and talent. It allows them to appreciate and celebrate their own work and the work of their peers.

Week: Two

Date:

Class: Basic Two

Subject: Basic Technology

Topic: Sound energy

Period:

Duration: 40 minutes 

Previous knowledge: Students are familiar with sounds

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

1. Explain the meaning of soun energy.
2. Identify different sounds

Instructional  material: Pictures, charts showing musical instruments and textbook

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

Content 

Sound energy

Sound energy is produced when an object vibrates. The sound vibrations cause waves of pressure that travel through a medium, such as air, water, wood or metal. 

Sound energy is a form of mechanical energy.

Examples of Sound Energy

1. An air conditioning fan
2. An airplane taking off
3. A ballerina dancing in toe shoes
4. A balloon popping
5. The bell dinging on a microwave
6. A boom box blaring
7. A broom swishing
8. A buzzing bee
9. Car brakes squealing

Examples of Sound Energy From Human 

1. Baby crying
2. Belching
3. Blowing your nose
4. Clapping your hands
5. Clearing your throat
6. Clicking your tongue
7. Coughing

Presentation

Step I: Teacher revises the previous topic.

Step II: Teacher inroduces the new topic “Sound energy”

Step III: Teacher explains the meaning of sound energy 

 Step IV: Teacher states and explains various examples of sound energy

Step V: Pupils copy the note and submit for marking

Evaluation: 

1. What is sound energy?
2. Sound energy is produced when a body ________________.
3. Sound energy is a __________ energy 

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

Assignment:

1. List two examples of sound energy produced from our daily activities
2. State three examples of sound energy produced by human

 

Week: One
Date:
Class: Basic Two
Subject: Basic Technology
Topic: Revision
Period:
Duration: 40 minutes
Previous knowledge: Students are familiar with sounds
Behavioural objectives: At the end of the lesson, pupils should be able to:
1. Explain the meaning of sound energy.
2. Identify different sounds.
Instructional material: Pictures, charts showing musical instruments, and textbook.
Reference material: Longman Basic Science and Technology for Primary Schools UBE edition by P. Asun.

Content
Sound energy:
Sound energy is produced when an object vibrates. The sound vibrations cause waves of pressure that travel through a medium, such as air, water, wood, or metal. Sound energy is a form of mechanical energy.

Examples of Sound Energy:
1. An air conditioning fan.
2. An airplane taking off.
3. A ballerina dancing in toe shoes.
4. A balloon popping.
5. The bell dinging on a microwave.
6. A boom box blaring.
7. A broom swishing.
8. A buzzing bee.
9. Car brakes squealing.

Examples of Sound Energy from Humans:
1. Baby crying.
2. Belching.
3. Blowing your nose.
4. Clapping your hands.
5. Clearing your throat.
6. Clicking your tongue.
7. Coughing.

Presentation
Step I: Teacher revises the previous topic.
Step II: Teacher introduces the new topic “Sound energy.”
Step III: Teacher explains the meaning of sound energy.
Step IV: Teacher states and explains various examples of sound energy.
Step V: Pupils copy the notes and submit them for marking.

Evaluation:
1. What is sound energy?
2. Sound energy is produced when a body ________________.
3. Sound energy is a __________ energy.

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

Assignment:
1. List two examples of sound energy produced from our daily activities.
2. State three examples of sound energy produced by humans.

 

Week: Three

Date:

Class: Basic Two

Subject: Basic Technology

Topic: Modern instruments that produce sounds 

Period:

Duration: 40 minutes 

Previous knowledge: Students have learnt about sound energy

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

1. Name modern instrument that produce sounds

Instructional  material: Pictures, charts showing musical instruments and textbook

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

Content 

Modern instruments that produce sounds

Scientists have produced a lot of modern instruments that can produce sound energy, some of these instruments are:- drum, saxophone, clarinet, piano, guitar, harp etc.

Examples of Instruments and Sound Energy

1. Castanets clicking
2. A calliope singing
3. Cymbals crashing
4. A drumstick striking a drum head
5. Electric guitar whining
6. A hammer striking a steel string in a piano
7. A harp player plucking the strings with her fingers
8. An islander blowing on a conch horn
9. A kazoo humming
10. A metal striker hitting a metal triangle
11. A mallet striking a gong
12. Maracas shaking

Presentation

Step I: Teacher revises the previous topic.

Step II: Teacher inroduces the new topic “Modern instrument that produce sounds “

Step III: Teacher explains topic

 Step IV: Teacher explains the topic further with relevant examples

Step V: Pupis contribute and ask questions 

Evaluation: 

1. What happens when a body vibrate
2. List three modern instruments that produce sound

Conclusion: Teacher summarises the lesson and gives an assignment

Assignment:

1. Sound is a form ______ energy
2. List the examples of sound produce by modern instruments. 

[mediator_tech]

1. A modern instrument that produces sound energy by __________.
a) clicking
b) singing
c) crashing

2. Sound energy is produced when a drumstick strikes a __________.
a) drum head
b) guitar string
c) piano key

3. An electric guitar produces sound energy by __________.
a) clicking
b) whining
c) humming

4. The sound energy produced when a hammer strikes a steel string in a piano is __________.
a) clicking
b) crashing
c) plucking

5. A harp player produces sound energy by __________ the strings with her fingers.
a) striking
b) plucking
c) humming

6. An islander produces sound energy by blowing on a __________.
a) conch horn
b) kazoo
c) gong

7. A metal striker hitting a metal triangle produces __________ sound energy.
a) clicking
b) crashing
c) humming

8. Maracas produce sound energy by __________.
a) clicking
b) singing
c) shaking

9. The sound energy produced when castanets __________.
a) click
b) crash
c) hum

10. A calliope produces sound energy by __________.
a) clicking
b) singing
c) crashing

11. The sound energy produced when cymbals __________.
a) click
b) crash
c) hum

12. A saxophone is a modern instrument that produces sound energy by __________.
a) clicking
b) singing
c) blowing

13. The sound energy produced when a clarinet is played is __________.
a) clicking
b) crashing
c) humming

14. A piano produces sound energy when __________.
a) clicked
b) crashed
c) keys are struck

15. The sound energy produced when a guitar is played is __________.
a) clicking
b) crashing
c) strumming

 

Week: Four

Date:

Class: Basic Two

Subject: Basic Technology

Topic: Local instruments that produce sounds

Period:

Duration: 40 minutes 

Previous knowledge: Students are familiar with instruments that produce sounds

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

1. Name local instruments that produce sounds

Instructional  material: Bamboo stem, pawpaw stalk, knife, string

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

Content 

Local instrument that produce sound

Local musical instruments are objects put together in the locality to produce music

There are many local instrument in Nigeria that can produce sound. This include:-

1. Shekere
2. Samara
3. Gangan
4. Ekwe
5. Udu
6. Agidigbo
7. Bata drum
8. Kakaki
9. Xalam
10. Ogene
11. Kontigi

Presentation

Step I: Teacher revises the previous topic.

Step II: Teacher inroduces the new topic “Local instrument that produce sound”

Step III: Teacher explains the meaning of local instrument

 Step IV: Teacher states and explains examples of local instruments

Step V: Pupils make relevant contribution

Evaluation: 

1. What are local instrument?
2. Mention two local instrument used in your locality

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

Assignment:

1. List ten local instrument used in Nigeria.

[mediator_tech]

1. The shekere is a local instrument that produces sound by __________.
a) shaking
b) blowing
c) striking

2. The samara is a local instrument that produces sound when __________.
a) clicked
b) shaken
c) plucked

3. The gangan is a local instrument that produces sound by __________.
a) drumming
b) shaking
c) blowing

4. The ekwe is a local instrument that produces sound by __________.
a) clicking
b) shaking
c) drumming

5. The udu is a local instrument that produces sound when __________.
a) clicked
b) shaken
c) blown

6. The agidigbo is a local instrument that produces sound by __________.
a) plucking
b) shaking
c) drumming

7. Sound is produced when a bata drum is __________.
a) clicked
b) shaken
c) drummed

8. The kakaki is a local instrument that produces sound by __________.
a) blowing
b) shaking
c) plucking

9. The xalam is a local instrument that produces sound when __________.
a) clicked
b) shaken
c) plucked

10. The ogene is a local instrument that produces sound by __________.
a) clicking
b) shaking
c) drumming

11. The kontigi is a local instrument that produces sound when __________.
a) clicked
b) shaken
c) plucked

12. Sound is produced by shaking the __________.
a) shekere
b) samara
c) gangan

13. The sound produced by the ekwe is created by __________.
a) clicking
b) shaking
c) drumming

14. The udu is played by __________.
a) clicking
b) shaking
c) blowing

15. The agidigbo produces sound when its strings are __________.
a) clicked
b) shaken
c) plucked

 

Week: Five

Date:

Class: Basic Two

Subject: Basic Technology

Topic: Making of local instrument

Period:

Duration: 40 minutes 

Previous knowledge: Students have learnt about local instrument that produce sound

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

1. Make local instrument that produce sound
2. Construct local musical instruments from available materials.
   3. Play games with sound using the musical instrument they made.
3. List materials for making local instrument

Instructional  material: Bamboo stem, pawpaw stalk, knife, string.

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

Content 

Making of local instrument

You can sound the trumpets, bang the drums and strike up the band. It is possible to make musical instruments using recycled materials. There are mental and physical benefits associated with playing and listening to music.

Examples of musical instrument that can be produced at home.

1. Guitar:-  To make a guitar, simply stretch several large elastic bands around a cardboard box.

We chose a box with an open top, but a tissue box with a hole in the center, works well, too.

Choose elastic bands that vary in width to ensure that all of your “guitar strings” will produce different tones and sounds when they’re plucked by little fingers.

2. Drum:- For drums, we used a plastic ice cream container with a lid. Using a hole punch, make four holes in the container: one on each side of the container itself (just below where the lid sits) and one on each side of the lid. With the lid off, but positioned close to the top of the container, simply thread a long length of wide ribbon (we used first aid gauze) through the holes. Snap the lid in place, and knot the ends of your ribbon. Add a couple of chopstick drumsticks or sticks for a booming good time.

Presentation

Step I: Teacher revises the previous topic.

Step II: Teacher inroduces the new topic ” Making local instrument”

Step III: Teacher explains how to make guitar using elastic band and cardboard box.

 Step IV: Teacher explains how to make drum using plastic.

Step V: Pupils copy the note and submit for marking

Evaluation: 

1. You can make local instrument using recycled material Yes/No
2. Playing and listening to music has emotional benefits Yes/No

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

Assignment:

1. Explain how you can make drum at home.

[mediator_tech]

 

Week: Six

1. To make a guitar, you can stretch large elastic bands around a __________.
a) plastic container
b) cardboard box
c) tissue box

2. For drums, you can use a plastic __________ container with a lid.
a) ice cream
b) shoe
c) cereal

3. To make the strings of a homemade guitar produce different tones, use elastic bands that vary in __________.
a) length
b) width
c) color

4. The drumsticks for a homemade drum can be made from __________.
a) chopsticks
b) pencils
c) straws

5. To create a “guitar string” sound, pluck the elastic bands with __________.
a) fingers
b) drumsticks
c) pencils

6. To make holes in the plastic container for the drum, you can use a __________.
a) pair of scissors
b) hole punch
c) knife

7. The ribbon or gauze for the drum is threaded through the holes in the container and __________.
a) stapled
b) tied
c) glued

8. The lid of the drum should be positioned __________ the top of the container.
a) at
b) below
c) above

9. To secure the ribbon or gauze, __________ the ends of it.
a) cut
b) knot
c) tape

10. The homemade guitar can produce different tones and sounds when the elastic bands are __________.
a) blown
b) strummed
c) shaken

11. The drum is played by striking the ribbon or gauze with __________.
a) fingers
b) chopsticks
c) a mallet

12. For a booming sound, you can use __________ as drumsticks.
a) pencils
b) spoons
c) feathers

13. To make a guitar, you can choose a box with __________.
a) an open top
b) a closed top
c) no top

14. The guitar strings can be plucked by __________ fingers.
a) little
b) big
c) all

15. The holes for the drum are made __________ where the lid sits.
a) above
b) below
c) next to

 

Date:

Class: Basic Two

Subject: Basic Technology

Topic: Making of maracas

Period:

Duration: 40 minutes 

Previous knowledge: Students know how to make guitar at home

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

1. Start the neck of the maracas
2. Put the beads to decorate the maracas
3. End the decoration of the maracas successfully 

Instructional  material: Calabash, bead, thread

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

Content 

Making of maracas

Maracas is known as shekere in Yoruba land. It is one of the major instrument mainly used when performing a musical concert.

The following are materials needed for making maracas at home

1. Rice
2. Plastic egg
3. Two plastic spoons
4. Cellotape

Procedure for making maracas

1. Pour rice into an empty plastic egg and close the egg.
2. Tape around the seam of the egg.

3.Place the egg between the heads of two plastic spoons, and wrap tape around it to hold the spoons in place.

4.Tape the handles of the two spoons to hold them together.

5. Shake your homemade maracas

Presentation

Step I: Teacher revises the previous topic.

Step II: Teacher inroduces the new topic “Making of maracas”

Step III: Teacher lists and  explains the materials needed for making maracas

 Step IV: Teacher explains the procedure for making maracas

Step V: Pupils copy the note and submit for marking

Evaluation: 

1. In Yoruba land maracas is called ________
2. List two materials needed for making maracas.

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

Assignment:

1. List three steps for making maracas

 

Week: Seven

Date:

Class: Basic Two

Subject: Basic Technology

Topic: Making of gong

Period:

Duration: 40 minutes 

Previous knowledge: Students have learnt about making local instrument

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

1. Make a native gong

Instructional  material: Wood, pictures, charts and textbook

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

Content 

Making a gong

Gongs are constructed of hammered metal. Most are made out of wood, bronze or brass, but with an amalgam of other metals. Although a lot of gongs are made in China, they are not mass produced like televisions or plastic toys. Each one is handmade.

Gongs serve  dual purpose of being a musical instrument and a work of visual art. They are generally not disc shaped, but instead take more complex, even abstract forms.

Materials needed for making a gong includes:

1. A disposable metal turkey roasting pan
2. A large cake pan or a pie tin. 

Remember, the larger your gong, the better the sound. To hang your gong, get a cardboard tube from a roll of wrapping paper, a long straight stick or a broomstick. Your stand can be made from two chairs. To put your instrument together, you can use pipecleaners, yarn or colorful string.

Procedure for making gonf

Assembling the gong is simple. Just poke two holes in your metal pan several inches apart and thread a pipecleaner through each one. Twist the pipecleaner into a circle and the metal pan will hang perfectly on the stick or cardboard tube. If you’re using yarn, use as much as you need to hang your gong to the length that you desire.

Then you can decorate! Textured fabric paint will adhere to metal pans to make a nice design – just let it dry before touching. You can add puffy stickers, scraps of felt, glue string or any other tactile crafts you can think of. Decorate your gong with a Chinese theme, like the dragon for the year of the dragon

Presentation

Step I: Teacher revises the previous topic.

Step II: Teacher inroduces the new topic “Making a gong”

Step III: Teacher explains the importance of a gong

 Step IV: Teacher explains the procedure for making a gong

Step V: Pupils make their own gong

Evaluation: 

1. List one importance of a gong
2. List two materials for making a gong

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

Assignment:

1. List the procedure for making a gong.

[mediator_tech]

 

1. Maracas, also known as shekere in Yoruba land, are used during __________.
a) cooking
b) musical concerts
c) sports events

2. To make maracas, you will need an empty __________.
a) plastic bottle
b) plastic egg
c) glass jar

3. The material used to fill the plastic egg is __________.
a) sand
b) rice
c) pebbles

4. After pouring the rice into the plastic egg, you should __________ the egg.
a) open
b) close
c) shake

5. To secure the rice inside the plastic egg, tape around the __________ of the egg.
a) top
b) bottom
c) seam

6. The plastic spoons are placed __________ the heads of the plastic egg.
a) beside
b) below
c) between

7. To hold the spoons in place, wrap tape around the plastic egg and __________.
a) the spoons
b) your hand
c) a stick

8. The handles of the two spoons are taped together to __________.
a) separate them
b) hold them apart
c) keep them together

9. After taping the handles of the spoons, you have made the __________ of the maracas.
a) body
b) head
c) handle

10. To shake the maracas, hold the handles and __________.
a) blow into it
b) tap it
c) shake it

11. Maracas are commonly used in __________ performances.
a) cooking
b) dancing
c) musical

12. The rice inside the maracas creates a __________ sound when shaken.
a) loud
b) soft
c) colorful

13. The plastic egg acts as a __________ for the maracas.
a) handle
b) body
c) container

14. The tape is used to __________ the parts of the maracas together.
a) separate
b) hold
c) hide

15. Making maracas is a fun activity that allows you to __________ your own instrument.
a) buy
b) create
c) sell

 

Week: Eight

Date:

Class: Basic Two

Subject: Basic Technology

Topic: Exhibition of students art work

Content

Student should choose a date and exhibit all their art school

[mediator_tech]

1. Gongs are typically made of hammered __________.
a) metal
b) wood
c) glass

2. Most gongs are not mass-produced like televisions or plastic toys; instead, each one is __________.
a) machine-made
b) handmade
c) imported

3. The materials needed for making a gong include a disposable metal __________.
a) turkey roasting pan
b) frying pan
c) baking sheet

4. To enhance the sound quality of your gong, it is better to have a __________ gong.
a) smaller
b) larger
c) circular

5. To hang your gong, you can use a cardboard tube, a long straight stick, or a __________.
a) pencil
b) ruler
c) broomstick

6. A stand for your gong can be made using __________.
a) two chairs
b) a table
c) a shelf

7. To attach the metal pan to the stick or cardboard tube, you can use __________.
a) pipe cleaners
b) rubber bands
c) tape

8. The gong can be hung by threading __________ through the holes in the metal pan.
a) string
b) wire
c) ribbons

9. To secure the metal pan on the stick or tube, you can twist the pipe cleaners into a __________ shape.
a) triangle
b) circle
c) square

10. If you prefer to use yarn, you can use as much as you need to hang your gong to the __________ you desire.
a) color
b) shape
c) length

11. Textured fabric paint can be used to create a __________ design on the metal pan.
a) smooth
b) colorful
c) nice

12. Before touching the painted gong, it is important to let the paint __________.
a) dry
b) melt
c) mix

13. You can decorate your gong with puffy stickers, scraps of felt, or __________.
a) beads
b) feathers
c) buttons

14. Adding a Chinese theme to your gong could include a design like the __________.
a) dragon
b) flower
c) butterfly

15. Making a gong allows you to create both a __________ instrument and a work of visual art.
a) musical
b) cooking
c) painting

 

BASIC SCIENCE AND TECHNOLOGY FIRST TERM EXAMINATION PRIMARY 2

 

 

Basic science and Technology  Primary 2 First Term Examination

 

 

Basic Science and Technology Primary 2 Second Term Examination