Introduction

This Lesson Note: Primary (Grade) One Third Term Week 2 PHE is prepared based on Dr Ajogwu’s Standard Schemes of Work. The Scheme of Work was drawn in line with the new Standard Physical and Health Education Curriculum (9-year Basic Edition) by the National Education Research Development Council. PHE alongside Basic Science, Basic Technology and Information Technology is classified under Basic Science and Technology in the new curriculum.  Accordingly, the note is meant to be delivered in the second week, third term of an academic year. Note that the focus of the note is on the content and not the lesson plan format. Nonetheless, any teacher can easily draw lesson plan from the note into his/her school’s format.

Name of Teacher: ________________________________

School: _______________________________________

Date: _______________________________________

Period: ___________________________________

Duration: 30 minutes

Age: 9 – 12 years.

Class: Primary One

Class Composition: class is made up of about 30 pupils with mixed gender and abilities and it is moderately quiet.

Subject: Physical and Health Education

TOPIC: Identification of Various Foodstuffs in the locality

References

Ajogwu, E. (2014). Standard Schemes of Work in Line with National Curricular. Leasam Educational (Consultantancy, Training & Publishing). Leasam Educational (Consultantancy, Training & Publishing).

Binda, L. (2016). 10 Delicious Foods From Northern Nigeria Everyone Must Try. Retrieved 2017, from OMG Voice: http://omgvoice.com/lifestyle/10-delicious-northern-nigeria-foods/

Teach Yourself Hausa. (n.d.). Hausa Food (Abincin Hausawa)(Fuud). Retrieved 2017, from Teach Yourself Hausa: http://www.teachyourselfhausa.com/hausa-food.php

Wikipedia, the free encyclopedia. (n.d.). Nigerian cuisine. Retrieved 2017, from Wikipedia, the free encyclopedia: https://en.wikipedia.org/wiki/Nigerian_cuisine

Instructional Material

Basic Science and Health Education Step 3, Pictures, Charts, Videos of/or samples of foodstuffs

OBJECTIVES

At the end of the lesson, the pupils should be able to list common foodstuffs in the locality and identify a given foodstuff – both in local dialect and English language.

Previous Knowledge

The pupils know the meaning of food and are able to list some examples of food probably in the local dialects

ENTRY REQUIREMENT

No previous knowledge is required for the pupils to understand the lesson. However for the fact that this particular note was written in Hausa community (residence of author) pupils who have been residents of the locality will have added advantage. Notwithstanding, the lesson should be full of excitement even for the newcomers as it will be exploring the language of their new community with them.

METHOD OF TEACHING

Chalk and talk, Excursion, Discussion

TEACHER’S ACTIVITIES: Locating Nearby Restaurant, Cooking, Tasting, Supervision

This depends on available instructional materials. Assuming the teacher will adopts all the method of teaching given above; then s/he is expected to carry out the following:

• Locate a nearby eatery (restaurant) and make arrangement for the pupils’ visit. This includes sitting arrangement and selection/preparation of selected food varieties. Alternatively, if the school runs School Meal/School Lunch Program, the teacher should arrange with the Canteen Attendant.

N.B: The excursion arrangement also involves notifying the school management and parents. Be sure to discuss the excursion activities given under learners’ activities. Also, take note of pupils that are allergic to a particular food.

• Cooking, should the school neither run a cafeteria nor are there nearby restaurant or perhaps they may be restaurant but excursion not feasible; the teacher may resort to cooking the sample foods by himself/herself (perhaps funded by the school management) as another alternative. Last alternative will be assigning the foods to the pupils to bring as their lunch the day that step 3 will be taught.
• Tasting, the teacher should preferably taste the food before asking (interested) pupils to do same
• Supervision, during food tasting exhibition, teacher should ensure that pupils observe cafeteria etiquette.

NOTE: If majority of the pupils are native to the place, there may be no need for excursion or tasting exhibition since they probably may have eaten the foods before. A very good substitute will be to ask each child to bring a particular food for lunch on the day of the lesson.

LEARNER”S ACTIVITIES

Assuming the teacher chose to embark on excursion with the pupils, they shall voluntarily observe and taste some food of choice. The pupils may be required to discuss their favourite food with classmates. At evaluation, the pupils should engage on Names of food Challenge.

PRESENTATION

The lesson is presented as in the following progressive steps.

StepI                Introduction

Upon entering the class, the teacher begins by asking the pupils the food each ate for breakfast, lunch and supper the day before. However, prior to using the words – Breakfast, Lunch and Supper, the teacher should use ‘in the morning’, ‘in the afternoon’ and ‘in the evening or at night’ respectively until the words have been explained. For example, “what did you eat for breakfast?” becomes “what did you eat in the morning today?”

It is likely that the pupils will answer by mentioning the traditional (vernacular) names of the food. The teacher writes the pupils’ answers as they mention the food. Afterwards, the teacher writes the topic on the board and tells the pupils that the week’s topic is identification of common foods in the community. Thereafter, s/he explains the lesson objectives.

StepII             Meals of the day

Once the teacher explains the topic and its objectives to the pupils, s/he explains the terms that describe the different meal of the day:

Breakfast – the first meal of the day eaten in the morning.

Lunch—meal eaten at noon or in the afternoon

Supper – food eaten in the evening or at night before going to bed.

Note: Dinner is the heaviest food of the day whether lunch or supper.

StepIII          Listing the common food in the (Hausa) community

As soon as the pupils grasp the meaning of the terms, the teacher leads them to list the common food in the locality. The teacher asks the pupils to name a food each (at this point, the pupils may be allowed to mention the names in the local dialect). In the end, the teacher adds from his list if necessary. The common foods in Hausa community have been listed here:

COMMON FOODS IN HAUSA COMMUNITY

Traditional Hausa Foods

• Tuwo Shinkafa
• Tuwo Masara
• Miyan Kuka
• Miyan Taushe
• Miyan Kubewa
• Funkasau
• Kifi
• Kunu
• Nama
• Masa or Waina
• Dambu
• Zogole
• Fura da Nono
• Kosai
• Koko
• Alale
• Suya
• Zobo

Non-Traditional Hausa Foods

• Talia
• Meat pie
• Plantain chips
• Doughnut

Fruits

• Mangoro
• Lemu
• Kankana
• Ayaba
• Kwakwa
• Dibino
• Abarba
• Cucumber

StepIV           Identification of Foods & Their English Names

After listing the foods, the teacher may now take the pupils to the school cafeteria or nearby restaurant, where arrangement had been made. Or if the foods were cooked by the teacher or brought by the pupils, the teacher sits the pupils in an open well-lit and neat area. There, the teacher takes sample of each food, show it to pupils and tells them the English name. Although this would not yield equal understanding, in the event that samples are not available, the teacher uses pictures of foods. This also will be less fun for the pupils and the teacher will have to talk more.

For each food, after it had been identified – shown to the pupils and the English name taught, the teacher tastes it and asks pupils that are interested to also have a taste of it. After the second food had been tasted, the teacher asks the pupils to say which tastes better.

In the end, the pupils may be asked to say their favourite food, this time using the English names.

StepV              Reading: Foods in Our Community

The teacher thereafter displays the food chart or writes both the Hausa and English names of foods on the board. S/he reads and asks pupils to read after him/her.

StepVI           Note Writing: Foods in Our Community

The teacher then writes the note on the board for pupils to copy. While the pupils write, the teacher moves round to see that they are writing well.

EVALUATION

This is done through challenge and exercises.

Challenge

The teacher carefully pairs pupils. The pupils, taking turns, name a food in local dialect and demands that the partner tells him/her the English name. If the partner gets it right, s/he got a mark which the teacher records on the board after the class had clapped for him/her.  If the partner could not name the food in English, the pupil that asked tells the partner. If both got it wrong, the teacher tells the class and the class claps for the teacher.

Note: the teacher may choose to ask the pupils orally instead of the challenge.

Exercises

After the class challenge activity, the teacher gives the exercises under assignment which may be done either as homework or class work.

SUMMARY

This is the board summary of the class that the pupils shall copy on the board and which the teacher will also revise at conclusion.

Food in Our Community

The foods we eat are called meals. Breakfast is the first meal of the day that we eat in the morning. Lunch is the meal we eat at noon or in the afternoon [from 11.30 am to 2 pm]. Supper is the food we eat before we in evening or at night.

            Common Food in Our Community

ASSIGNMENT

Underline the correct answer.

1. ________________________ is the first meal of the day. (Breakfast/Lunch)
2. The meal eaten at noon is called ____________________. (Supper/Lunch)
3. The meal we eat at night is called _____________________. (Supper/Breakfast).

Using your ruler and a set of ten colour pencils – one colour for each food, draw a straight line to match the Hausa to the English Names of the food below.

Shinkafa                                                                                                                                                                               Yam

Orange                                                                                                                                                                                 Zobo

Miyan Taushe                                                                                                                                                                    Pineapple

Date fruit                                                                                                                                                                             Rice

Gwanda                                                                                                                                                                               Lemu

Doya                                                                                                                                                                                      Pumpkin Soup

Spaghetti                                                                                                                                                                             Dibino

Abarba                                                                                                                                                                                 Spiced Moringa

Roselle (ro-zel) Drink                                                                                                                                                      Pawpaw

Zogole                                                                                                                                                                                  Talia

CONCLUSION

The lesson is concluded marking the assignment and returning pupils’ notes. Then teacher makes correction where necessary while revising the class and relates the week’s lesson with the following week’s – Sources of foods

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