PRIMARY 2 FIRST TERM LESSON NOTE SOCIAL STUDIES

PRY 2 Social Studies E-NOTE FIRST TERM

Week: One Date:

Class: Basic 2

 

Subject: Social studies Duration: 40 minutes

Topic: Meaning of Social Studies

Behavioural Objectives: By the end of the lesson, pupils should be able to:

1. explain to scope of social studies
2. identify areas of focus on social studies Instructional/Reference Material: Social Studies textbook

Building Background/Connection to prior knowledge: The pupils are familiar with the topic(s)

CONTENT

Social Studies is the study of things man does in his physical and social environment. The environment includes people, place and things around us. It is divided into two:

1. Social environment: This is how people work and play together in the society. Man is a social animal.
2. Physical environment: This is an environment where we can see and touch things in the society e.g houses, trees etc

Man affects his environment by:

1. Farming on land
2. Building of houses, schools etc
3. Building of roads

EVALUATION:

1. Social Studies involves studying things that man does in his ______ and social environment.
a) imaginary
b) physical
c) virtual

2. The environment encompasses ______, place, and things around us.
a) animals
b) vegetables
c) people

3. Social Studies is divided into two main categories: social environment and ______ environment.
a) spiritual
b) physical
c) emotional

4. Social environment explores how people ______ together in the society.
a) sleep
b) work and play
c) watch television

5. The physical environment includes visible and touchable things like houses and ______.
a) clouds
b) dreams
c) trees

6. What kind of animal is man considered to be?
a) A lonely animal
b) A social animal
c) A wild animal

7. Man’s interaction with his environment includes farming on ______.
a) clouds
b) land
c) water

8. What are some things that are part of the physical environment?
a) Invisible thoughts
b) Houses, trees, etc.
c) Dreams

9. How do people work and play together in the society?
a) Socially
b) Separately
c) Virtually

10. Man’s interaction with the environment involves building ______ like houses and schools.
a) castles
b) roads
c) bridges

1. What is social studies?
2. List ways man affects his environment

 

Summary: Teacher goes over the topic once again to enhance better understanding

Conclusion: Teacher corrects and marks pupil’s notes

 

Week: Two Date:

Class: Basic 2

Subject: Social Studies Duration: 40 minutes

Topic: Area which social studies focus

Behavioural Objectives: By the end of the lesson, the pupils should be able to:

1. list out areas where social studies focus
2. explain the area of focus

Instructional/Reference Material: Social Studies textbook

Building background/connection to prior knowledge: The pupils are familiar with the topic.

CONTENT

Social Studies looks out for ways to solve problems in our physical and social environment.

 

Areas of focus on social studies

1. Critical thinking: This looks at the bad and good in the behaviour of people and thinks of ways to stop the bad things e.g drug abuse and how to do more of the good things
2. Reflective thinking: This studies the things people do and how they are useful to us.
3. It studies how to become good citizens
4. It studies how to solve problems for people
5. It studies the behaviour and culture of people EVALUATION

Explain areas of focus of social studies

Summary: Teacher goes over the topic once again to enhance better understanding Conclusion: Teacher corrects and marks pupils notes

Week: Three Date:

Class: Basic 2 Subject: Social studies Duration: 40 minutes

Topic: Our physical environment

Behavioural Objectives: By the end of the lesson, the pupils should be able to:

1. explain environment
2. explain physical environment

Instructional/Reference Material: Social Studies textbook

Building background/connection to prior knowledge: The pupils are familiar with the topic.

 

CONTENT

Meaning of environment

Environment is the study of the total surrounding in which people live or everything found within an area. It includes bridges, markets, classrooms etc. Types of environment

1. Social environment
2. Physical environment

 

Benefits of physical environment to man

1. Timber from trees to make chairs and tables
2. River to fish
3. We plant crops on soil. Dangers in our physical environment

1. A person can get drowned in a river.
2. Sharp objects on the ground can injure us
3. Weak house can collapse and kill people

EVALUATION

Benefits of Physical Environment:

1. Timber from trees is used to make ______ and tables.
a) toys
b) cars
c) chairs

2. People can fish in a ______.
a) desert
b) river
c) mountain

3. We plant crops in the ______.
a) air
b) soil
c) water

Dangers in Our Physical Environment:

4. There is a danger of getting ______ in a river.
a) dry
b) drowned
c) lost

5. Sharp objects on the ground can ______ us.
a) tickle
b) injure
c) entertain

6. A weak house can ______ and kill people.
a) fly away
b) collapse
c) dance

7. What can we make from timber taken from trees?
a) Books
b) Chairs and tables
c) Clouds

8. People can catch fish in a ______.
a) forest
b) river
c) mountain

9. What is planted in the soil?
a) Fish
b) Crops
c) Stones

10. Why should we be careful around rivers?
a) Rivers are dry.
b) There’s a danger of drowning.
c) Rivers have no fish.

11. Sharp objects on the ground can cause ______.
a) laughter
b) injury
c) happiness

12. What can happen if a house is weak?
a) It can become a fortress.
b) It can collapse and cause harm.
c) It can start flying.

13. Why should we be cautious around rivers?
a) Rivers are safe for swimming.
b) There’s a risk of drowning.
c) Rivers have no water.

14. Why should we watch out for sharp objects on the ground?
a) They can tell stories.
b) They can injure us.
c) They can grow into trees.

15. What danger is there if a house is not strong?
a) It can sing loudly.
b) It can collapse and be rebuilt.
c) It can collapse and cause harm.

1. What is physical environment?
2. List two benefits of our environment
3. Mention three dangers in our environment

Summary: Teacher goes over the topic again to enhance better understanding Conclusion: Teacher corrects and marks pupils’ notes.

 

Week: Four Date:

Class: Basic 2 Subject: Social studies Duration: 40 minutes Topic: Culture

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

1. define culture
2. list things that make up a culture Instructional/Reference Materials: Social Studies textbook

Building background/connection to prior knowledge: The pupils are familiar with the topic.

CONTENT

Culture is a way of life or the way people do things. A culture is passed on to the next generation by learning.

 

Things that makes up a culture

1. Food
2. Language
3. Dressing
4. Music
5. Religion

EVALUATION

1. Culture is a way of life that includes the way people ______.
a) think
b) do things
c) dream

2. How is culture passed on to the next generation?
a) By eating different foods
b) Through learning
c) By changing traditions

3. One component of culture is ______.
a) games
b) language
c) money

4. Language is an important part of ______.
a) technology
b) culture
c) science

5. Dressing is a part of culture that involves how people ______.
a) sleep
b) communicate
c) choose their clothing

6. What makes up a culture?
a) Only food
b) Food, language, and dressing
c) Only music

7. Music is a cultural element that involves ______.
a) dancing only
b) creating art
c) sound and rhythm

8. What part of culture includes beliefs and practices about God or gods?
a) Technology
b) Religion
c) Music

9. Food is a part of culture that relates to ______.
a) sleeping
b) eating habits
c) reading

10. Culture includes the way people express their ______.
a) hunger
b) emotions
c) illness

1. What is culture?
2. List three things that makes up a culture

Summary: Teacher goes over the topic once again to enhance better understanding Conclusion: Teacher corrects and marks pupils’ notes

Week: Five Date:

Class: Basic 2

Subject: Social studies

Duration: 40 minutes

Topic: Ways of preserving our culture

Behavioural Objectives: By the end of the lesson, the pupils should be able to:

1. learn various ways of preserving their cultures Instructional/Reference Materials: Social studies textbook

Building background/connection to prior knowledge: The pupils are familiar with the topic.

CONTENT

1. Learn about religious traditions
2. Spend time with other members of the community
3. Share your culture’s art
4. Speaking your native language
5. Organizing traditional festival
6. Cooking your native food
7. Teaching our language in schools

[mediator_tech]

CULTURE AND SOCIAL VALUES 1

EVALUATION

1. To preserve our culture, we should ______.
a) forget our traditions
b) learn about religious traditions
c) only follow new trends

2. Spending time with other members of the community helps us ______.
a) isolate ourselves
b) preserve our culture
c) forget our culture

3. Sharing your culture’s art helps to keep our traditions ______.
a) hidden
b) alive
c) boring

4. One way to preserve culture is by speaking your ______.
a) made-up language
b) native language
c) any language

5. Organizing a traditional festival helps us remember our ______.
a) new ideas
b) culture
c) forgetfulness

6. Cooking your native food is a way of ______.
a) making new friends
b) preserving your culture
c) changing your culture

7. What should we do to keep our traditions strong?
a) Forget our native language
b) Teach our language in schools
c) Only speak new languages

8. Spending time with others in the community helps us ______.
a) lose our culture
b) preserve our culture
c) become bored

9. Sharing cultural art helps us appreciate our ______.
a) new ideas
b) heritage
c) forgetfulness

10. What can help us pass on our language to the next generation?
a) Forgetting our language
b) Speaking a new language
c) Teaching our language in schools

11. To celebrate our culture, we can organize a ______.
a) new festival
b) traditional festival
c) forgetful festival

12. Cooking your native food helps in preserving your ______.
a) culture
b) new ideas
c) forgetfulness

13. Why is it important to learn about religious traditions?
a) To forget our culture
b) To preserve our culture
c) To ignore our culture

14. Sharing our culture’s art helps us to ______.
a) hide our heritage
b) keep our traditions alive
c) change our culture

15. Teaching our language in schools is a way to ______.
a) make our culture disappear
b) preserve our language and culture
c) forget about our culture

1. 1. List various ways of preserving culture

Summary: Teacher goes over the topic once again to enhance better understanding Conclusion: Teacher corrects and marks pupils’ notes.

 

Week: Six Date:

Class: Basic 2

Subject: Social Studies Duration: 40 minutes Topic: Food

Behavioural Objectives: By the end of the lesson, the pupils should be able to:

1. define food
2. list different types of food Instructional/Reference Material: Social studies textbook

Building background/Connection to prior knowledge: The pupils are familiar with the topic.

CONTENT

Food is what we eat or drink to make us grow. Every living thing must eat to live. Food can be:

1. Solid e.g. amala, rice etc.
2. Liquid e.g. tea, pap etc.

 

Types of food

1. Yam
2. Beans
3. Rice
4. Garri
5. Spaghetti

Food have different uses. Babies take more of liquid food while adults take solid food.

EVALUATION

[mediator_tech]

1. Food is consumed to help us ______.
a) sleep
b) grow
c) run

2. Every living thing needs to ______ to survive.
a) fly
b) eat
c) sing

3. Food can come in solid form, such as ______ and rice.
a) juice
b) amala
c) tea

4. Liquid foods like ______ and pap are also important for our diet.
a) beans
b) tea
c) rice

5. Yam is a type of ______.
a) fruit
b) food
c) vegetable

6. ______ is a protein-rich food.
a) Rice
b) Beans
c) Spaghetti

7. Garri is a staple food made from ______.
a) cassava
b) wheat
c) maize

8. What type of food is typically eaten with tomato sauce and other toppings?
a) Spaghetti
b) Rice
c) Yam

9. Beans is a source of ______.
a) carbohydrates
b) protein
c) vitamins

10. Among these options, which one is a type of carbohydrate?
a) Beans
b) Rice
c) Milk

1. What is food?
2. List the different types of food

Summary: Teacher goes over the topic once again to enhance better understanding Conclusion: Teacher corrects and marks pupils notes

 

Week: Seven Date:

Class: Basic 2

Subject: Social Studies Duration: 40 minutes

Topic: Types of food eaten in a culture as family members

Behavioural Objectives: By the end of the lesson, the pupils should be able to:

1. list out some of the food eaten by some cultures Instructional/Reference Materials: Social studies textbook

Building Background/connection to prior knowledge: The pupils are familiar with the topic.

CONTENT

We shall look at the food eaten by the three main cultures:

1. Yoruba
   1. Amala (made from yam)
   2. Efo riro (vegetable soup)
   3. gbegiri (bean soup)etc.

 

1. Igbo
   1. Akpu (made from cassava)
   2. Ogbono soup
   3. Oha soup etc.

 

1. Hausa
   1. Tuwo
   2. Suya
   3. Misa

Hausa family eating Tuwo-shinkafa

 

EVALUATION

1. List 2 foods eaten by Yoruba culture

Summary: Teacher goes over the topic once again to enhance better understanding Conclusion: Teacher corrects and marks pupils notes

Answer the following questions

1. In Yoruba culture, one traditional food is Amala, which is made from ______.
a) rice
b) yam
c) corn

2. A popular vegetable soup in Yoruba culture is ______.
a) Efo riro
b) Okra soup
c) Egusi soup

3. Gbegiri is a traditional bean soup enjoyed in the ______ culture.
a) Igbo
b) Yoruba
c) Hausa

4. Akpu, made from cassava, is a staple food in the ______ culture.
a) Igbo
b) Yoruba
c) Hausa

5. One of the soups enjoyed in Igbo culture is ______ soup.
a) Efo riro
b) Ogbono
c) Gbegiri

6. Oha soup is a traditional dish found in the ______ culture.
a) Yoruba
b) Igbo
c) Hausa

7. Tuwo is a traditional dish associated with the ______ culture.
a) Yoruba
b) Igbo
c) Hausa

8. Suya is a popular street food enjoyed in the ______ culture.
a) Igbo
b) Yoruba
c) Hausa

9. Which culture is known for consuming Misa?
a) Yoruba
b) Igbo
c) Hausa

10. Efo riro is a type of ______ soup in Yoruba culture.
a) cassava
b) vegetable
c) bean

11. In which culture is Akpu a staple food?
a) Yoruba
b) Igbo
c) Hausa

12. What is a traditional soup in Igbo culture made from ogbono?
a) Ogbono soup
b) Gbegiri soup
c) Efo riro soup

13. Suya is a well-known food in which culture?
a) Yoruba
b) Igbo
c) Hausa

14. What is the traditional soup from Igbo culture that starts with the letter “O”?
a) Oha soup
b) Egusi soup
c) Efo riro soup

15. Tuwo is associated with the ______ culture and is a common food item.
a) Igbo
b) Yoruba
c) Hausa

 

Week: Eight Date:

Class: Basic 2 Subject: Social studies Duration: 40 minutes

Topic: Classification of food (nutrients)

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

1. list out some food nutrients gotten from food
2. mention examples of food that gives nutrients Instructional/Reference Materials: Social studies textbook

Building background/Reference Material: The pupils are familiar with the topic CONTENT

Food nutrients can be grouped into the following:

1. Foods that give us energy (carbohydrates): They are rice, corn, bread, cassava etc.
2. Foods that build our body (protein): They are beans, milk, egg, fish etc.
3. Foods that protect our body from illness(vitamins): They are vegetables and fruits
4. Foods that promotes health and develops strong bones and teeth(minerals):They are banana salt etc

Evaluation

1) list some examples of food and its nutrients

Summary: Teacher goes over the topic once to enhance better understanding Conclusion: Teacher corrects and marks pupils’ notes.

 

[mediator_tech]

Classes of food

1. Carbohydrates are foods that give us ______.
a) sleep
b) energy
c) colors

2. Rice, corn, bread, and cassava are examples of foods that provide ______.
a) entertainment
b) energy
c) sadness

3. What kind of foods help build our body?
a) Sweets
b) Protein-rich foods
c) Chips

4. Foods like beans, milk, egg, and fish are sources of ______ nutrients.
a) carbohydrate
b) protein
c) vitamins

5. Vegetables and fruits are rich in ______, which protect our body from illness.
a) happiness
b) vitamins
c) boredom

6. Which nutrient promotes health and helps in developing strong bones and teeth?
a) Carbohydrates
b) Vitamins
c) Minerals

7. Foods that provide energy are rich in ______.
a) vitamins
b) carbohydrates
c) protein

8. What type of nutrients do beans, milk, egg, and fish belong to?
a) Vitamins
b) Minerals
c) Protein

9. Vitamin-rich foods, like vegetables and fruits, help protect our body from ______.
a) happiness
b) illness
c) energy

10. Which nutrient is found in foods like banana and salt?
a) Carbohydrates
b) Protein
c) Minerals

11. Foods like rice, corn, and bread belong to the group that provides ______.
a) vitamins
b) energy
c) protein

12. What nutrient helps in building our body, and includes foods like milk and fish?
a) Vitamins
b) Carbohydrates
c) Protein

13. Which group of nutrients promotes health and helps develop strong bones and teeth?
a) Carbohydrates
b) Vitamins
c) Minerals

14. Foods that protect our body from illness are rich in ______.
a) vitamins
b) protein
c) carbohydrates

15. Foods like banana and salt belong to the group that promotes ______ and develops strong bones and teeth.
a) illness
b) health
c) sleep

Week: Nine Date:

Class: Basic 2 Subject: Social studies Duration: 40 minutes

Topic: Reasons why we eat together as family

Behavioural Objectives: By the end of the lesson, pupils should be able to:

1. i) list the reasons why people eat together Instructional /Reference Materials: Social studies textbook

Building Background/Connection to prior knowledge: The pupils are familiar with the topic

CONTENT

There are many reasons why we eat together. They are:

1. To discuss family matters after food
2. To settle quarrels among them
3. To make us happy together
4. To bring them together in unity
   
5. To show that we are loyal to one another

EVALUATION

1. 1. List out three reasons why people eat together

Summary: Teacher goes over the topic once again to enhance better understanding Conclusion: Teacher corrects and marks pupils’ notes.

 

1. Eating together helps us to ______ family matters after food.
a) forget
b) discuss
c) ignore

2. When we eat together, it can help us ______ among family members.
a) create more quarrels
b) settle quarrels
c) start arguments

3. Eating together has the power to make us feel ______.
a) sad
b) angry
c) happy

4. Why do families eat together?
a) To separate from each other
b) To bring them together in unity
c) To compete with each other

5. Eating together shows that we are ______ to one another.
a) disloyal
b) loyal
c) mean

6. Families eat together to promote ______ and understanding.
a) confusion
b) anger
c) unity

7. What is one reason for eating together?
a) To start more quarrels
b) To settle quarrels among them
c) To create arguments

8. Eating together helps family members to bond and ______.
a) ignore each other
b) feel lonely
c) be happy together

9. Why do families gather for meals?
a) To stay apart
b) To bring them together in disunity
c) To bring them together in unity

10. Eating together can improve the ______ among family members.
a) disagreements
b) unity
c) loneliness

11. Families eat together to strengthen their ______ to one another.
a) disloyalty
b) loyalty
c) arguments

12. What does eating together help family members to do?
a) Fight more often
b) Bond and be happy together
c) Ignore each other’s feelings

13. One reason for eating together is to ______ after meals.
a) spread gossip
b) discuss family matters
c) avoid talking

14. Eating together promotes a sense of ______ among family members.
a) isolation
b) unity
c) rivalry

15. Why do families gather around the table?
a) To show they are disloyal to one another
b) To make each other sad
c) To bring them together in unity

 

Week: Ten Date:

Class: Basic 2 Subject: Social studies Duration: 40 minutes

Topic: Importance of food to our growth

Behavioural Objectives: By the end of the lesson, the pupils should be able to:

1) state the importance of food to our growth Instructional/Reference Materials: Social studies textbook

Building background/connection to prior knowledge: The pupils are familiar with the topic.

CONTENT

The importance of food are:

1. It gives us energy and strength
2. It makes us to grow well
3. It protects the body against disease
4. It keeps the body warm and healthy
5. It helps the body build strong bones and teeth
   

EVALUATION

1. State three importance of food to our growth

Summary: Teacher goes over the topic once again to enhance better understanding Conclusion: Teacher corrects and marks pupils notes

 

 

1. Food gives us ______ and ______.
a) happiness, knowledge
b) energy, strength
c) colors, shapes

2. Eating the right food helps us to ______ well.
a) dance
b) sleep
c) grow

3. Food protects our body against ______.
a) rain
b) disease
c) boredom

4. When we eat, our body becomes ______ and ______.
a) cold, sleepy
b) warm, healthy
c) lazy, sad

5. Eating food helps our body build strong ______ and ______.
a) muscles, skin
b) bones, teeth
c) hair, nails

6. What does food give us besides taste?
a) Magic
b) Energy and strength
c) Superpowers

7. Food helps our body stay ______ and ______.
a) quiet, still
b) warm, lazy
c) warm, healthy

8. Eating healthy food helps us to fight ______.
a) monsters
b) disease
c) boredom

9. What makes our bones and teeth strong?
a) Watching TV
b) Eating food
c) Playing games

10. Food gives us the power to ______ well.
a) fly
b) grow
c) swim

11. Healthy food keeps our body ______ and ______.
a) cold, weak
b) warm, healthy
c) dark, scary

12. Eating the right food helps our body to ______ against illnesses.
a) dance
b) sleep
c) protect

13. What does food help our body build?
a) Sandcastles
b) Strong bones and teeth
c) Clouds

14. What does food give us to play and learn?
a) Toys
b) Energy and strength
c) Rainbows

15. Eating healthy food helps our body stay ______ and ______.
a) hot, sick
b) warm, healthy
c) cold, tired

[mediator_tech]

Pry 2 Social Studies 3rd Term Exams