The NAPPS Basic Science and Technology scheme of work for Nursery 3 is designed to introduce young learners to the basics concepts in science and technology. Its major aim is to:
i. Spark curiosity in young learners and
ii. Build a strong interest in the natural world and technological advancements from an early age.
Through engaging and interactive lessons, children will learn topics such as food, growth in plants and animals, bone, simple machines and tools, etc. The scheme of work is structured to provide hands-on experiences, encouraging students to observe, experiment, and ask questions about their surroundings.
Teaching activities in this scheme of work are tailored to be age-appropriate, in order to ensure that the topics are presented in a fun but understandable manner. This approach not only fosters a love for learning but also helps develop critical thinking and problem-solving skills.
This subject will help build a solid foundation for future scientific and technological education, preparing young learners to understand the world around them.
| Source | National Association of Proprietors of Private Schools | |||
| Class | NURSERY 3 | |||
| Subject | BASIC SCIENCE AND TECHNOLOGY | |||
| Term | FIRST TERM | |||
| Week | Topic | Teachers Activities | Pupil Activities | Learning Resources |
| 1 | OUR BODY | i. The teacher uses songs to guides pupils to identify parts of their body like the head, mouth, eyes, nose, ears, neck, etc. ii. The eacher guides pupils to mention the function of parts of their body | i.Pupil sings along and identifies different parts of their body. ii. Pupils mention what different parts of the body is used for ASSESSMENT: Mention the functions of different part of the body | Charts on parts of the body, Video clips |
| 2 | CARE FOR OUR BODY | i. The teacher uses video clips and songs to explain how to care for the eye, teeth, hands, hair, nail, etc. ii. The teacher explains some of the consequences of not taking care of the body | i. Pupils use related songs e.g. ‘This is the way I brush my teeth (3x) early in the morning’ to demonstrate how to care of parts of the body. ii. Pupils watch video documentaries ASSESSMENT: Why is it important for me to take care of parts of my body? | Soap, disinfectants e.g. Dettol, Tooth paste, brush, nail cutter etc. |
| 3 | FIRST AID – First aid box contents | i. The teacher discusses the simple meaning of first aid. ii. The teacher shows the pupils a first aid box/kit and identify some of its content e.g. bandage, scissors, plaster etc. | i. Pupils describe what a first aid box is and ii. Pupils identify each of the content of a first aid box ASSESSMENT: When do we use first aid box to treat a person? | Charts, posters showing content of a first aid box. Video clips |
| 4 | FIRST AID – Uses | i. The teacher discusses the uses of the content of the first aid to pupils. ii. The teacher demonstrates and guides pupil on the use of the items in a first aid box. ii. The teacher plays a video clip that shows the treatment of a wounded person with a first aid box | i. Pupils mention the content of a first aid boxes and its uses ii. Pupils watch video clips and role-play how a wounded person is treated with the first aid box. ASSESSMENT: List the contents of a first aid box | Charts and pictures, video clips, stones, sticks |
| 5 | BODY CARE FOR WOUNDS – Meaning and causes | i. The teacher gives simple meaning of wound to pupils ii. The teacher explains the cause of wounds to the pupils e.g. playing with sharp objects, hot liquids, naked flames, fighting etc. | i. Pupils listens and tell the meaning of wound ii. Pupils participate in discussion by identifying any wound on their body and share the cause of the wound ASSESSMENT: Explains the cause of the scar on your body | Video documentaries, pictures, charts, first aid box |
| 6 | BODY CARE FOR WOUNDS – Types of wounds – Care for wounds | i. The teacher identifies the types of wound e.g. cuts, bruises, burns, sprain etc. ii. The teacher guides pupils on the first aid treatment to various kind of wounds on the body by playing a documentary video | i. Pupils identify any wound on the body as cuts, burns, bruises etc. and shares their experience on what it felt like ii. Pupils watch documentary videos ASSESSMENT: How would you care for your friend who accidentally cut his finger with a blade? | Video documentaries, pictures, charts, first aid box |
| 7 | SICKNESS – Definition, types and symptoms | i. The teacher explains simple meaning of sickness ii. The teacher identifies different types of sickness and guides pupils through their symptoms e.g. vomiting, dizziness, loss of appetite etc. | i. Pupils listen and tell the meaning of sickness ii. Pupils share their experiences when they were sick ASSESSMENT: Mention two types of sickness common in your community. | Charts, posters and pictures showing sick people exhibiting different symptoms |
| 8 | SICKNESS – Causes of sickness – Care for the sick | i. Teacher identifies some of the causes of sickness e.g. drinking dirty water, eating uncovered foods, living in a dirty environment etc ii. Teacher advises pupils on the steps to take when caring for the sick e.g. ensure that the sick person visits the doctor, rests and eats properly etc. | i. Pupils mentions some of the causes of sickness ii. Pupils identify a sick person and a healthy person in the posters iii. Pupils suggest ways of caring for the sick ASSESSMENT: What causes malaria? | Charts Video clips |
| 9 | ROCKS – Definition – Formation | i. The teacher explains rocks as larger stones. ii. The teacher explains how rocks are formed iii. The teacher introduces different types of rock to the pupils | i. Pupils contribute in discussion by telling how rocks are formed. ii. Pupils go on excursion to rocky areas, e.g. Zuma rock, Aso rock, etc. ASSESSMENT: Mention one popular rock in Abuja. | Pictures of rock, chart, video clips |
| 10 | SOIL – Definition – Types | i. The teacher explains soil as surface of the earth where plants grow. ii. The teacher explains the types of soil texture and their uses, e.g. clay soil, sandy soil and loamy soil | i. Pupils mentions some of the causes of sickness ii. Pupils identify a sick person and a healthy person in the posters iii. Pupils suggest ways of caring for the sick ASSESSMENT: What causes malaria? | Sample of soil (different types) and seeds. |
| 11 | REVISION | |||
| 12 | EXAMINATION | |||
| Term | Second Term | |||
| Week | Topic | Teachers Activities | Pupil Activities | Learning Resources |
| 1 | REVISION | |||
| 2 | FOOD – Definition – Why people eat | i. The teacher gives simple meaning of food ii. The teacher uses songs to explain while people eat food e.g. to give us energy, for growth etc. | i. Pupils listen and tell the meaning of food ii. Pupils mention some of the reasons why they eat food | Posters with samples of food, video clips, charts |
| 3 | FOOD – Types of food – Sources of food | i. The teacher mentions the types of food around our environment e.g. rice, bean, yam etc. ii. The teacher explains that the sources of food are plants and animals iii. The teacher displays picture chart showing types of food and their sources | i. Pupils mention the type of food they eat at home ii. Pupils identify the type of food and their sources from the picture chart displayed | Charts, sample raw food like beans rice, beans |
| 4 | LIVING THINGS – Meaning of living things – Characteristics of living things | i. The teacher defines living and non – living things. ii. The teacher explains the characteristics of living things and non – living things. | i. Pupils mention non – living things, e.g. stone, desk, car, glass, etc. ii. Pupils mention living things, e.g. plant, animal, man, woman, boy, girl, etc. iii. Pupils use charts. | Samples of living and non-living things e.g. plants, stones, insects, etc. |
| 5 | GROWTH – In animals | i. The teacher explains growth as increase in height, size or general body development. ii. The teacher uses a well-labelled chart to show the stages of growth from a baby to adulthood iii. The teacher plays video clips of the different stages of a growing child | i. Pupils use pictures or chart to identify each stage of growth ii. Pupils watch documentary or video on growth stages. iii. Pupils measure their height and weight to know how much they have grown | Charts, video documentary, measuring tape, weighing scale |
| 6 | GROWTH – In plants | i. The teacher explains growth in plant from seed to sprouting to maturity. ii. The teacher uses a well-labelled chart or video clips to explain the stages of growth in plant. iii. The teacher encourages pupils to plant a seed and observe how it grows | i. Pupils use a well-labelled chart to identify each stage of growth in a plant. ii. Pupils plant the seed, monitor the growth for weeks, and reports back to the teacher | Charts, video documentary, samples of beans and rice seedlings |
| 7 | WATER – Transportation | i. The teacher discusses water as one of the means of transportation ii. The teacher identifies the various types of water vehicles e.g. ship, ferry, boat etc. | i. Pupils join in the discussion by sharing their understanding of water transportation. ii. Pupils identify the different types of water transportation | Charts, textbook |
| 8 | BONE | i. The teacher defines bone as a rigid organ that gives the body its shape. ii. The teacher guides the pupils on the importance of a strong bone and the type of food that makes the bone strong and healthier with the use of a chart. | i. Pupils touch different part of their bodies with bones. ii. Pupils mention the importance of a strong bone. iii. Pupils identify on the chart the kind of food that makes the bone strong | Charts and pictures, textbook |
| 9 | TECHNOLOGY – Mobile phones | i. The teacher explains the simple meaning of a mobile phone ii. The teacher guides the student through the various use of a mobile phone e.g. to make calls, send message, browse the internet etc. iii. The teacher some of the ways to care for a mobile phone | i. Pupils identify other uses of a mobile phone ii. Pupils some of the ways to care for your mobile phones iii. Pupils identify different part of a mobile phone from the well-labelled diagram on the chart | Charts, pictures, sample of a mobile phone |
| 10 | TECHNOLOGY – Security gadgets | i. Teacher explains the simple meaning of a security gadget Guides pupils to the importance of a security gadget ii. With the aid of a chart, teacher identifies some example of security gadget e.g. security cameras, doorbell etc. | i. Pupils mention the security gadget they have at home ii. Pupils tells why they think security gadgets are important iii. Pupils mention other example of security gadget on the chart. | Charts, pictures, doorbell, security camera |
| 11 | REVISION | |||
| 12 | EXAMINATION | |||
| Term | Third Term | |||
| Week | Topic | Teachers Activities | Pupil Activities | Learning Resources |
| 1 | REVISION | |||
| 2 | WATER – Methods of purification | i. The teacher gives simple meaning of purification. ii. The teacher guides student to explain why they did water should be purified before drinking. iii. The teacher discusses and demonstrate with the aid of a chart the various method of water purification e.g. boiling, adding chemicals, filtering etc. | i. Pupils explain what they understand by purification of water. ii. Pupils tell why water should be made clean before drinking or cooking with it. iii. Pupils observe and identify the various ways of water purification from the chart. | Pictures and charts, textbooks, clean white cloth, chlorine, alum |
| 3 | WATER – Storage | i. The teacher gives the simple meaning of storage. ii. The teacher discusses different reasons for storage water. iii. The teacher identifies different containers for storage water with the aid of a chart | i. Pupils explain what they understand by storage of water. ii. Pupils give reasons why they think water is stored. iii. Pupils observe and identify the various ways of storing water from the chart. | Food items that make up a balanced diet. |
| 4 | WATER BORNE DISEASES | i. The teacher defines water-borne disease as diseases caused by dirty or contaminated water. ii. The teacher mentions some examples of water-borne diseases like cholera, dysentery, diarrhea etc. iii. The teacher displays and identify some victims of these diseases with the aid of a diagram | i. Pupils tells what they understand by water-borne diseases ii. Pupils observe the displayed pictures. iii. Pupils mention the importance of not drinking or cooking with dirty or contaminated water | Posters with samples of food, video clips, charts |
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| 7 | ANIMALS AND THEIR HOMES | i. Teacher identifies different animals and their homes with the use of a video player or pictures e.g. Horse – Stable, Lion – Den, Dog – Kernel, Bird -Nest, etc. | i. Pupils watch the video documentary showing animals and their homes. ii. Pupils mention different animals and their homes | Charts and documentaries of animals and their homes, video documentary, |
| 8 | ANIMALS AND THEIR YOUNG ONES | i. The teacher identifies different animals and their young ones with the use of a video player or pictures e.g. Goat – Kid, Lion – Cub Dog – Puppy etc. ii. The teacher explains that animals too take care of their young ones | i. Pupils watch the video documentary showing animals and their young ones. ii. Pupils mention different animals and their young ones | Charts and pictures of animals and their young ones, video documentary |
| 9 | TECHNOLOGY – Simple machines used in the home | i. The teacher defines simple machines used in the school ii. The teacher lists some of the simple machines used at school and identifies them with the aid of pictures e.g. stapler, broom, duster, sharpener, etc. | i. Pupils identifies some of the simple machine found in the school ii. Pupil demonstrate some of the ways simple machines are used at home | Rake, hammer, broom, bottle opener, screw driver, knife etc. |
| 10 | TECHNOLOGY – Simple machines used in school | i. The teacher defines simple machines used in the home. ii. The teacher lists some of the simple machines used at home and identifies them with the aid of pictures e.g. hammer, broom, bottle opener, etc. | i. Pupils tell what they understand by a simple machine ii. Pupils demonstrate some of the ways simple machines are used at home. | Stapler, duster, sharpener, etc. |
| 11 | REVISION | |||
| 12 | EXAMINATION | |||
