What’s inside: This page contains the complete Primary 1 Basic Science First Term lesson notes. In total, it covers Weeks 1 to 3 in full detail. Each week includes clear objectives, lesson content, evaluation questions, and assignments. All notes follow the Nigerian primary school curriculum.

Table of Contents — First Term Scheme of Work

Week	Topic	Status
1	Exploring Our Environment (Part 1)	FREE
2	Exploring Our Environment (Part 2)	FREE
3	Roads: Types, Safety & Road Workers	FREE
4	Colour Identification	PREMIUM
5	Mid-Term Examination	PREMIUM
6	Mid-Term Break	—
7	Shapes (Part 1)	PREMIUM
8	Shapes (Part 2)	PREMIUM
9	Living Things (Part 1)	PREMIUM
10	Living Things (Part 2)	PREMIUM
11	Revision	PREMIUM
12	End of Term Examination	PREMIUM
13	Closing / Vacation	—

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Exploring Our Environment (Part 1)

Subject: Basic Science | Duration: 40 Minutes | Related: Week 2 – Exploring Our Environment (Part 2) →

Learning Objectives

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

• Say, in simple words, what an environment is.
• Name their home, school, and classroom.
• Name things they can see around them.
• Use their senses to describe things in their environment.
• Talk about things they saw, heard, or smelled on a nature walk.

Instructional Materials

The teacher will need pictures of a home, a school, and a classroom, picture cards of common things found around us (tree, chair, cup, sky), a safe open space in the school compound for a nature walk, and objects with different smells, textures, and sounds for a senses activity.

Entry Behaviour

Pupils already know their home and their school, and can talk a little about the things they see every day, from their own everyday experience.

What Is an Environment?

Our environment is everything around us. It includes our home, our school, the sky, trees, animals, and the people we see every day. We live inside our environment, and it is important to know and understand it.

Our Immediate Surroundings

The places closest to us are called our immediate surroundings.

• Home: the place where we live and sleep with our family.
• School: the place where we come to learn every day.
• Classroom: the room inside the school where we sit and learn with our teacher and classmates.

Naming Things We See in Our Environment

When we look around us, we can see many things, such as chairs, tables, doors, windows, trees, the sun, and the sky. Naming these things helps us understand and talk about our environment.

Describing Our Environment Using Our Senses

We use our five senses to learn about our environment.

Sense	What It Does
Sight	We use our eyes to see things, such as colours and shapes.
Hearing	We use our ears to hear sounds, such as birds singing or cars moving.
Smell	We use our nose to smell things, such as food cooking or flowers.
Touch	We use our hands to feel things, such as something soft or something rough.
Taste	We use our tongue to taste things, such as something sweet or something sour.

Taking a Nature Walk

A nature walk means walking around a place, such as the school compound, to look closely at our environment. On a nature walk, we can see trees, flowers, insects, and many other interesting things, and we can use our senses to notice what is around us.

Lesson Presentation

• Step 1 – Introduction: The teacher asks pupils to look around the classroom and name one thing they can see, leading into the meaning of environment.
• Step 2 – Explanation: The teacher explains what an environment is, our immediate surroundings, naming things we see, and using our five senses, using pictures of a home, school, and classroom.
• Step 3 – Pupil Participation: Pupils play a simple senses game, closing their eyes to touch, smell, or listen to an object and guess what it is, then go on a short, supervised nature walk around the school compound.
• Step 4 – Evaluation and Conclusion: The teacher asks simple questions to check understanding, praises pupils’ answers, sums up the lesson, and gives the assignment.

Theory

1. Say, in your own words, what an environment is.
2. Name three things you can see in your classroom.
3. Name the five senses we use to learn about our environment.

Assignment

1. (Oral/Written) With a parent or guardian, name three things you can see at home.
2. (Drawing) Draw a picture of one thing you saw on your nature walk at school.
3. (Oral) Tell your family one thing you can see, one thing you can hear, and one thing you can smell right now.

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Exploring Our Environment (Part 2)

Related: ← Week 1 – Exploring Our Environment (Part 1) | Week 3 – Roads →

Learning Objectives

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

• Name different parts of the school.
• Name different parts of the home.
• Name people found in their environment.
• Say one safety rule to follow at home or school.
• Say one way to keep their environment clean.

Instructional Materials

The teacher will need pictures showing different parts of a school (classroom, playground, toilets, staff room), pictures showing different parts of a home (bedroom, kitchen, living room, bathroom, compound), picture cards of family members, teachers, friends, and neighbours, and a rubbish bin (or a picture of one) for the cleanliness discussion.

Entry Behaviour

Pupils already know what an environment is and can name their home, school, and classroom, from Week 1.

The School Environment

Our school has different parts, and each part is used for something different.

• Classroom: where we sit and learn our lessons.
• Playground: where we play and exercise during break time.
• Toilets: where we go to use the bathroom.
• Staff room: where our teachers sit and rest when they are not teaching.

The Home Environment

Our home also has different parts, and each part is used for something different.

• Bedroom: where we sleep.
• Kitchen: where food is cooked.
• Living room: where the family sits together and relaxes.
• Bathroom: where we bathe and wash.
• Compound: the open space around the house.

People in Our Environment

Many people are part of our environment and help us in different ways.

• Family: the people we live with, who love and care for us.
• Teachers: the people who help us learn at school.
• Friends: the people we play and learn with.
• Neighbours: the people who live near us.

Safety in Our Environment

It is important to stay safe in our environment. Some simple safety rules are: hold an adult’s hand when near a road, do not touch fire or sharp objects, and always tell an adult if something is wrong.

Taking Care of Our Environment

We must take good care of our environment by keeping it clean. We can do this by putting rubbish in the bin, not littering, and helping to sweep or tidy up.

Lesson Presentation

• Step 1 – Introduction: The teacher asks pupils to name one part of the school they like to play in, leading into the topic of the school environment.
• Step 2 – Explanation: The teacher explains the parts of the school, the parts of the home, the people in our environment, safety rules, and how to keep our environment clean, using pictures.
• Step 3 – Pupil Participation: Pupils take a short walk around the school naming each area, then match picture cards of family, teachers, friends, and neighbours to who they are.
• Step 4 – Evaluation and Conclusion: The teacher asks simple questions to check understanding, praises pupils’ answers, sums up the lesson, and gives the assignment.

Theory

1. Name three parts of a school.
2. Name three parts of a home.
3. Name one safety rule you should follow.

Assignment

1. (Drawing) Draw your favourite room at home and tell your family why you like it.
2. (Oral/Written) With a parent, name three people who help you in your environment.
3. (Oral) Tell your teacher one way you keep your classroom clean.

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Exploring Other Parts of the Surrounding: Roads

Related: ← Week 2 – Exploring Our Environment (Part 2) | Week 4 – Colour Identification →

Learning Objectives

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

• Name roads they see around their home or school.
• Name two types of roads.
• Say what roads are used for.
• Say what the red, yellow, and green traffic light colours mean.
• Name one person who works on the road.

Instructional Materials

The teacher will need pictures showing a tarred road, an untarred road, and a pathway, a simple traffic light cutout or picture with red, yellow, and green circles, and pictures of drivers, road safety officials, and road construction workers.

Entry Behaviour

Pupils already know their home and school environment, and have seen roads and vehicles near their home, from everyday life and Weeks 1 and 2.

Roads in Our Community

A road is a path made for people, bicycles, and vehicles to travel from one place to another. We see roads every day in our community, near our homes and near our school.

Types of Roads

• Tarred roads: roads with a smooth, hard, black surface, usually found in towns and cities.
• Untarred roads: roads made of sand or soil, without a smooth, hard surface.
• Pathways: narrow paths used mainly for walking, not for big vehicles.

Uses of Roads

Roads are used for many things: cars, buses, and trucks drive on roads; people walk on roads and pathways; and people also ride bicycles on roads.

Road Safety

It is very important to stay safe near roads. Before crossing a road, we should look left, look right, look left again, and hold an adult’s hand.

Traffic Lights

Traffic lights use three colours to guide cars and people.

Colour	Meaning
Red	Stop
Yellow	Get ready
Green	Go

People Who Work on Roads

Many people help to keep roads working well and safe.

• Drivers: people who drive cars, buses, and trucks on the road.
• Road safety officials: people who help keep the road safe and control traffic.
• Road construction workers: people who build and repair roads.

Lesson Presentation

• Step 1 – Introduction: The teacher shows a picture of a busy road and asks pupils what they see happening on it, leading into the topic of roads.
• Step 2 – Explanation: The teacher explains types of roads, uses of roads, road safety, traffic light colours, and people who work on roads, using pictures and a traffic light cutout.
• Step 3 – Pupil Participation: Pupils practise safe road crossing as a class (look left, look right, look left again), and play a traffic light game where they stop, get ready, or move based on the colour shown.
• Step 4 – Evaluation and Conclusion: The teacher asks simple questions to check understanding, praises pupils’ answers, sums up the lesson, and gives the assignment.

Recommended: Primary 1–6 First Term Lesson Notes

Theory

1. Name two types of roads.
2. Say what the red, yellow, and green traffic lights mean.
3. Name one person who works on the road.

Assignment

1. (Oral/Practical) With an adult, practise crossing a road safely near your home, then tell your teacher about it.
2. (Drawing) Draw a traffic light and colour it red, yellow, and green in the correct order.
3. (Oral) Tell your family one rule for staying safe near a road.

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Colour Identification

Sub-topic: Primary Colours · Secondary Colours · Other Colours · Colours in Our Environment · Sorting & Mixing Colours

Pupils learn to identify and name primary and secondary colours, spot colours in the world around them, and practise sorting objects by colour. The lesson also introduces simple colour mixing so pupils can see how new colours are made. Objectives include:

• Name the three primary colours
• Identify secondary colours and how they are formed
• Point out colours seen in everyday surroundings
• Sort objects correctly by colour

Unlock This Week →

Mid-Term Examination

This week contains the full First Term Mid-Term Examination, split into two sections. Section A has 20 objective questions covering all Week 1 to 4 topics. Section B has 5 theory questions.

Topics examined: Exploring Our Environment · Roads · Colour Identification

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Shapes (Part 1)

Sub-topic: Basic Shapes · Sides & Corners · Shapes in Our Environment · Drawing & Tracing Shapes · Sorting by Shape

Pupils are introduced to basic shapes and learn to count their sides and corners. They practise spotting shapes in everyday objects, tracing and drawing shapes, and sorting objects by shape. Objectives include:

• Name basic shapes such as circle, square, triangle, and rectangle
• Count the sides and corners of common shapes
• Spot shapes found in everyday objects
• Trace and draw basic shapes correctly

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Shapes (Part 2)

Sub-topic: More Shapes · Comparing Shapes · Patterns · Pictures Made From Shapes · 3D Shapes

Building on Part 1, pupils learn more shapes, compare shapes by size and type, create simple patterns, and are introduced to solid (3D) shapes such as the cube and sphere. Objectives include:

• Identify additional 2D shapes
• Compare shapes by their size and number of sides
• Continue and create simple shape patterns
• Recognise basic 3D shapes in everyday objects

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Living Things (Part 1)

Sub-topic: What Living Things Are · What They Do · Examples of Living Things · Differences Between Them

Pupils learn the meaning of a living thing, the things all living things do (such as grow, feed, and move), and give simple examples from their surroundings. Objectives include:

• Say what a living thing is
• Mention things living things do
• Give examples of living things around them
• Point out simple differences between different living things

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Living Things (Part 2)

Sub-topic: Animals & Plants as Living Things · Parts of a Plant · What Living Things Need · Caring for Them

Pupils look closer at animals and plants as living things, learn the basic parts of a plant, what living things need to survive, and simple ways to care for them. Objectives include:

• Classify animals and plants as living things
• Name the basic parts of a plant
• List things living things need to survive
• Describe simple ways to care for animals and plants

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Also included in the full package:

Locked Week 11 — Revision notes covering all First Term topics, with key points and summary tables.

Week 12 — End of First Term Examination, with both Theory and Objective sections fully formatted and ready to print.

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