This post with keywords – Lesson-note-third-term-Civic-RNV-Civic-Education-Grade-3-Week-2 is prepared based on (Ajogwu(PhD)) Standard Schemes of Work drawn in line with the new Standard Civic Education Curriculum (9-year Basic Edition) by the National Education Research Development Council. Civic Education is one of the major subjects under Religion and National Values (RNV) in the new national curriculum by Nigerian Educational Research and Development Council (NERDC). The other subjects being Security Education, Social Studies, CRK and IRK. Accordingly, this note is prepared to be delivered in the fifth week of the third term of the academic year. All necessary components of a standard lesson note have been included.
TO RELIGIOUS & NATIONAL VALUES TEACHERS
Civic Education teachers must understand that their role in the class is much more than making the pupils to simply know and able to list the merits and demerit of negative and positive attitude to work. S/he is a mind changer, a motivator, a patriot and an ardent promoter of patriotism. Especially at this moment of moral decadence when “the popular is seen as the right” and indigenous national values are being defaced; the teacher enjoys the duty of re-orienting the pupils in his/her classes.
TEACHER: LeadinGuides Content Developer (+234-(0)8067689217)
CLASS: Grade or Primary Three
SUBJECT: Civic Education
TOPIC: Preventing Drug Abuse
Sub-topic: People we should consult before using drugs
Ajogwu(PhD), E. L. Standard Scheme of Work in Line with National Curricular(UBE EDITION) for Middle Basic (Primary 4-6). Lesam Educational.
Ojedokun, O. E., Adesina, A. D., & Adeyemi, B. A. (2010). Lantern Comprehensive Civic Education for Primary Schools (Lower Basic Edition) book 3. Ikeja. Lagos: Literamed Publications (NIG) Ltd.
- Chalk/marker and chalk/white – board
- Video clip/slides or charts of:
- A sick child asking information on drug use from wrong person resulting in getting the wrong information. Or (if no digital display is not available), a comic or narration of similar may be used.
- Each of the right persons that the pupils can ask for the right information on drug use
- Tablet candies and hard non-edible and un-harmful objects – such as gravels
To understand the lesson, the pupils should know the meaning of drug and drug abuse.
At the end of the lesson, the pupils should be able to list the persons that they can ask for right information on drug use.
Based on the curriculum, the preceding topic is: Ways of preventing drug abuse. Hence, the pupils understand the meaning of drug and drug abuse as well as how to prevent drug abuse.
METHOD OF TEACHING
The teacher teaches the topic by induction with the aid of charts.
The teacher shall give thorough explanation on each person, entertain questions, assess and evaluate the pupils.
The pupils shall actively participate in the lesson discussion by asking and answering questions. They will also participate in a play/drama at the end of the lesson to demonstrate their understanding.
The teacher presents the lesson as in the following steps:
Step 1: Introduction
The teacher when s/he enters the class; plays the video clip/slides or give the narration using either poster or custom-made comic as described under instructional materials. (See narration)
At the end of the narration (where the clip stopped) – as the child who was following the wrong information took the drugs, the teacher asks the pupils whether they think the child’s health will get better or not and why they think so.
After receiving enough of the pupils’ opinion, the teacher explains that drugs are not and should not be taking based on conjectures (assumptions such as it might work). Citing the video clip (narration), the teacher asks what if the drug is not for kids, what will happen to the kid – Bad things!
Teacher proceeds by explaining that to prevent bad things from happening to us as a result of drug abuse, only drugs given to us by trusted people, people who are sure of the drugs must be taken. S/he then asks pupils to mention some of such trusted persons. Afterwards, the teacher tells the pupils that they shall learn more of such persons in the lesson. Thereafter s/he writes/projects the topic on the board/digital screen before moving on to the next step.
Step 2: People to Ask for the Right Information on Drug Use
After receiving enough attempts from pupils in the forgoing step, the teacher writes/projects the list (below) on the board/screen. And taking one at a time with appropriate picture/poster, s/he explains why each person is the right person to consult.
|S/N||Person||Why we ask them|
|Parents and older family members that are already grownups i.e. 18+ years||Because they love us and would not allow bad things to happen to us.|
|Nurses (a person whose job is (to help doctors) care for people who are ill or injured, especially in a hospital)||Because they are trained professions who know better about drugs|
|Pharmacists (a person who is trained to prepare medicines and who works in a hospital or shop)|
|Doctors (a person with a medical degree (= university qualification) whose job is to treat people who are ill or hurt|
|Counselors (someone who is trained to listen to people and give them advice about their problems)|
Teacher differentiates between the professionals – Nurses, Doctors, Pharmacists and Counselors.
At the end of the list and if no child asks until then, the teacher asks why we cannot or should not ask our friends: Is it because they do not like or love us?
Obviously not, but because they simply do not know much about drugs as the persons we mentioned.
The teacher evaluates the pupils’ understanding in the following activity/drama/play.
The class (teacher and pupils) cut out cardboard papers and write the names different family relations and professions on each piece. Relations and professions such as younger brother, younger sister, stranger, musician, carpenter, mechanic, e.t.c. including the six persons mentioned in the list above.
Delegated members of the class are given the labels (pieces of cardboard paper) – one for each. Then each member, well arranged, holds his/her label at an easily-seen position.
NOTE: Only one of the six persons listed in step 2 must be included.
One of the remaining members of the class is asked out of the class (the presence) of the other members of the class.
Once this member is out, the delegated members in step one who had earlier been arranged exchange their positions. Then the teacher gives each of them non-edible and also non-harmful objects (such clean gravels) except the one whose label is among the list in step 2. To this person, the teacher gives a seed of the tablet candy.
NOTE: They shall hold whatever is given to them in their fist.
Once all is set, the lone member who left the class in scene 2 in recalled to the class (where every other member is) pretending to be feeling sick. S/he shall therefore identify the right person to ask for drug (i.e. among the delegates who should hold their label for easy reading/identification). If the “sick” member identifies and asks the (one) right person, s/he gets the candy; if not, the stone (LOL).
The play is repeated, but changing the label of the one right person and position of members each time.
Prior to terminating the lesson, the teacher summarizes the class into a concise note which s/he writes/projects on the board/screen for pupils to copy after s/he revises with them. The board summary of the class is given below:
PEOPLE WE MAY CONSULT FOR INFORMATION ON DRUG USE.
The following exercise is given at the end of the revision.
- List five persons we may ask
for right information on drug use
- What is the difference between a pharmacist and a doctor?
- What would you tell a friend that asks you about how many drug s/he should take?
- Why must we ask the right person before using drug?
The lesson is concluded by collection, marking and returning of pupils’ notebooks. Then linking the lesson to the topic for the following week: Reasons for Consultations in this format:
“In this week’s lesson, we learned that we must ask trusted people for right information on drug use, but why? Why must we ask these people? Can we list the reasons?”
It is expected that they will be unable to mention more than one or two. Hence, the teacher tells them that they will learn more reasons the following week.