Basic Science Lesson Note: Term 1 Primary 1 Wk 1& 2


This lesson note is written in line with the new Nigerian National curriculum by Nigerian Education Research Development Council (NERDC)

CLASS: Primary One

SUBJECT: Basic Science

TOPIC: Identifying things in the classroom


  • Video clips or charts of future interesting activities to be carried out in the subject such as learning to use observation tools and excursion to interesting places like airport, water board, natural spring, hydro-power station, e.t.c.
  • Actual objects, models or chart of things in the classroom
  • Digital display, board and marker/chalk


At the end of the topic, the pupils should have attained the following objectives.

Cognitive: be able to list objects in the classroom

Affective: The pupils should have developed interest in the subject and become conscious on the need to take care of objects in the classroom.

Psychomotor: They should be able to maintain useful objects in the useful objects in the classroom.


This is the first major lesson in the subject at this level. Hence, no prerequisite knowledge or skill is required of the pupils.


The pupils have un-organized (informal) knowledge of the classroom.


The teacher shall teach the lesson through demonstration and discussion


The teacher shall first of all inspire the pupils’ interest in the subject before proceeding to the main lesson. S/he will also write on the board (if digital display is not being used) and draw a couple of objects in the class for pupils to copy. Finally, s/he may lead the pupils to re-design the classroom.


The pupils shall participate actively in the lesson by listening, asking and answering questions, and contributing to discussion such listing the objects in the classroom, copy down the notes and draw a couple of the objects. Finally, they shall carryout classroom design project.


  1. Ajogwu(PhD), E. (n.d.). Standard Schemen)s of Work in line with National Curricular (UBE Edition) for Primary 1-3 (Lower Basic). Lesam Educational .
  2. Asun, P., Bajah, S. T., Ndu, F. C., Oguntonade, C. B., & Youdeowei, A. (2011). Basic Science and Technology for Primary Schools Pupils’ Book 1. Lagos: Longman Nigeria Plc.
  3. National Teachers’ Institute (NTI); Universal Basic Education Commission (UBEC). (2010). Manual for Capacity Building Workshops of Teachers under the Federal Teachers’ Scheme (FTS) on Basic Science and Technology. Kaduna: National Teachers’ Institute (NTI).
  4. Nigerian Educational Research and DevelopmentCouncil (NERDC). (2011). Basic Science and Technology for Primary Schools 1. Lagos: West African Book Publishers (WABP) Limited .
  5. Nigerian Educational Research and DevelopmentCouncil (NERDC). (2011). Basic Science and Technology for Primary Schools Workbook 1. Lagos: West African Book Publishers (WABP) Limited.
  6. Nigerian Educational Research and DevelopmentCouncil (NERDC). (2012). Teachers’ Guides for the Revised 9-Year Basic Education Curriculum (BEC). Lagos: Nigerian Educational Research and DevelopmentCouncil (NERDC).
  7. Ogunniyi, M. B., Obed, U., OKebukola, P. O., & Mahmoud, I. (2010). Macmillan Basic Science and Technology for Primary Schools (UBE Edition) Book 1. Lagos: Macmillan Nigeria Publishers Limited.
  8. Olatoye, T. A. (2016). The Scheme of Work for Primary One Plus 20 Things you should know about the New 9-Year Basic Education Curriculum. Lagos: KR Publications.
  9. Science Teachers Association of NIgeria (STAN). (2011). STAN BAsic Science and Technology for Primary Schools (UBE Edition) Book 1. Ibadan: University Press Plc.


The lesson is presented as in the following steps:

Step 1: Introduction to the subject

As stated earlier, since this is the first lesson in the subject (perhaps at this level), the teacher arouse pupils’ interest in the subject (Basic Science) before proceeding to the main topic. To do this, the teacher explains the summarized objective of the subject and links it to the topic of discussion:

S/he tells the pupils that the subject (Science or Basic Science) has ‘twin brother’ called Basic Technology. Afterwards, s/he briefly explains the meaning of both subject and how they relate to each other as given below.

Science is the study of both living and non-living things around us – at school, home, church/mosque, market, in the air, waters, and bush and under the ground; while Technology is the use of what we learn from science to make something which makes work easier, faster and make life better.

Therefore, in a sense, Technology is the reason for Science – that is, the reason why we learn about living and non-living things around us is to be able to make things that will make our work faster and easier and also make our life better or more pleasurable. For example, when human beings learned about air, they made things that can move in the air (aeroplane) which make transportation easier and faster.

And so, the teacher tells the pupils that even so, in their Basic Science and Basic Technology classes, they will be learning about things around them and how to use that knowledge to create other things which will make work easier and faster and also make life better – s/he thereafter plays the clip or displays the charts of future projects (things they will make) and excursions (places they will go and learn about) to be made at the Primary one level before they move to the next level (Primary Two). Some are given below.

Basic Science Topic for Primary One – Things They Will Learn And Places They Will Visit to Learn About

  • The school environment – they shall move around the school to see and learn about the things in the school environment
  • The home environment – they shall move around their home to see and learn about the things there
  • Laboratory – to learn about laboratory equipment such as binoculars, electroscope, microscope etc & the uses
  • Hospital – learn about hospital equipment
  • Zoo, museum, motor park, police station, bank, post office, library, restaurant, natural spring, Garden, hydro-power station etc.

Basic Science Projects for Primary One – Things They Will Make or Do

  • Classroom model
  • Things at school & home
  • Flying toy like aeroplane & Air experiment,
  • A local telephone,
  • Soil experiment,
  • Water purification experiment,
  • Colour magic activity etc

Invariably, the video of things to learn and do or the explanation thereof should make them eager to start learning how to make things. Consequently, the teacher explains that before they could make things (carry out they experiments), they must have some scientific knowledge (i.e. know about the things in our environment both living and non-living things) because they will use the knowledge to make whatever they want to make.

In continuation, the teacher informs the pupils that they shall begin with knowing the things in their most immediate environment. Thence, the teacher displays the gallery of classrooms and asks the pupils what it is that is in the pictures – s/he allows some moment of discussion then tells the pupils that it is Classroom (which they are).  Following this, s/he then projects /writes the topic on the screen/board and explain the objectives of the lesson to them.

Afterwards, the teacher proceeds to step2.

Step 2: Meaning of Classroom

Prior to listing the things in the classroom, the teacher explicitly makes the pupils to know what classroom is through discussion: S/he asks the pupils whether they know what classroom is, and demand one or two volunteer to tell the class what classroom is. Afterwards, s/he explains what is meant by classroom (emphasizing in local dialect if necessary).

A Classroom is a room where students are taught.

NOTE: The teacher should also explain that the sophistication of classroom (in design and structures) differs from place to place.

Step 3: Things in the classroom

Having explained the meaning of classroom, the teacher asks the pupils to look around the class and mention the things they could see. Afterwards, if there are not enough things in the class, the teacher displays the video/pictures of classrooms again and asks the pupils to identify the objects they could see in it. The teacher writes each object on the board as it is mentioned.


  • Desk
  • Table
  • Chair
  • Bell
  • Dustbin
  • Wall Charts
  • Duster
  • Chalk or whiteboard or interactive screen
  • Toy
  • Bookshelves
  • Pencil
  • Clock
  • Flower pot
  • Globe
  • Fan/Air Conditioners

NOTE: Even if some of the items are missing from the class which you are, the teacher should explain that other classrooms (in other places) have more objects than theirs.

Step 4: Care of Objects in the Classroom

Once the objects had been listed, the teacher, picking one at a time, asks the pupils the function of each and subsequently explains the use of each object. Next, the teacher leads the discussion on the need to take care or maintain the objects.

S/he asks what will happen if some keys objects were missing from the class – how it would affect the classroom.


This will happen, if missing

Chalk/marker and boardThe teacher will not be able to write
Desks, chairs or tableThe pupils will have to sit on the  floor
DusterTeacher will not be able to clean the board
Dustbin or wastebasketThere will be no place for the class to discard garbage; the class will be dirty

NOTE: Question may be direct at individual pupil (chosen randomly) to call attention

Succeeding the forgoing activity, the teacher asks how many of the pupils would like such negative condition of classroom resulting from missing items: where teacher would not be able to write on t he board, they (pupils) would sit on the floor and the class will be dirty.

Invariably, none would like such condition. Hence, the teacher makes them to realise the need to take care of the objects how they may take care of them in the follow-up activities given below:

Activity One: Immediate Class Cleanup

The teacher asks whether the class is dirty or not. If there are pieces of paper on the floor of the class, the teacher leads the pupils to pick them up and drop in the dustbin – and IF NECESSARY, they may sweep the class as well.

Activity Two: Class Neatness Rules and Regulation

After the cleanup, the teacher leads the pupils to make rules and regulations that will help to keep the class neat. The rules should come from the pupils while the teacher clarifies or emphasis on each afterwards. The rules should contain what the pupils need to do to keep the class always neat.

The teacher may enrich the activity by making democratic. S/he does this by telling the pupils that they shall make the rules like those that make rules for our country, the National Assembly. Hence, the teacher describes the legislative procedure, the teacher being the house or senate leader while the pupils representing the house members or senators:

  • The House or senate leader sees that every member or senator is seated then declares the session open.
  • One member of the house or senator, at a time; raises a motion or gives a suggestion.
  • The other member thinks about the suggestion whether it is good or bad and give their opinion
  • The House or senate leader, after listening to the debate, take a vote by asking “Those in support say i!” and then “Those against say nay!” – Teacher explains the meaning of support and against.
  • The leader (or someone in charge) count the votes and the leader declares the winner by saying “The i’s have it!” or “The nays have it!”

In like manner, the rules are drawn. The teacher writes them out say on a cardboard paper and places it somewhere in the class.  Advisably, the list may contain the names of the pupils that suggested them as shown in the sample table below.



Punishment for offenders

Motion by—

You must not sharpen your pencil in the class except into the dustbin or waste basketElse, such person will be made to pick the entire classSenator Chukwudi Bola Musa (member of the class)
You must not stand, walk or jump on the desksElse, such person will be made to wipe off or wash the entire desks in the classSenator Aisha Amarachi Femi (member of the class)

Questions such as the following are asked:

  • What should they do when they see pieces of chalk or a marker on the floor?
  • Is it good to walk or jump on the desk?


Prior to concluding the lesson, the teacher summarizes the topic into a concise note which s/he writes/projects or displays on the board/screen for the pupils to copy.

The summary is provided below. While the pupils write, the teacher moves round to ensure they are writing correctly.


A classroom is a room where students are taught.

The objects in a classroom are:

  1. Desk
  2. Table
  3. Chair
  4. Bell
  5. Dustbin
  6. Wall Charts
  7. Duster
  8. Chalk or whiteboard or interactive screen
  9. Toy
  10. Bookshelves
  11. Pencil
  12. Clock
  13. Flower pot
  14. Globe
  15. Fan/Air Conditioners
  16. Eraser
  17. Sharpener
  18. Toy
  19. Ruler
  20. Books

After copying the note, the teacher reads the note several times with the pupils and revises the lesson.


The teacher assesses the pupils’ understanding by questioning.

  1. Identification

The teacher points at the objects, one after another, and asks pupils to name. Alternatively, s/he may name an object then asks pupils to point out or torch it.

  1. Affective: Oral
  2. Is it good to play with school chalk/marker? Yes/No :

Why? ____________________________________________________________________

  1. What should you do when you see a piece of chalk (or marker) on the floor?
[A] Pick it up and keep it in its box or give it to the teacher

[B] Pick it up so that you can use it to play

[C] Walk over through

  1. Why should you not walk or jump on desks?



After the evaluation and a recap, the teacher gives the pupils the following exercise to do either as class or home work.

Question: Using the sample given to you and on either a cardboard or on a computer, design a classroom and identify the location or where you will place board, seats, dustbin, bell, teacher’s desk, bookshelves, chalk box, duster and other things you will like to place in your classroom.

Note: The classroom design may be done in group of three pupils… In that case, the teacher shall group the pupils based on abilities. Teacher should print and give a copy of each of the sample here to each pupil.


The teacher concludes the lesson by marking, grading and recording the grade of the pupils. Then linking the topic to the following week’s – Objects in the school compound.

Presentation & Grading

Each pupil or group presents their projects (the design) to the rest of the class: The pupil tells the class the meaning of classroom, objects in a classroom and how they have arranged objects in their design. If on the other hand, the project was done in group, the group leader describes the arrangement of the objects while the other two group members take the meaning of classroom and listening objects in a classroom each.

Comment: Teacher should take note of socially withdrawn pupils who may not be unwilling to partake in the presentation. In the event of this, the group leader should take the place of such group member.

The teacher grades the pupils based on the design and presentation. While the design attracts equal marks for each group members, the presentation mark is based on individual performance.