A pupil who can explain why a mirror shows a reflection, or why rubber is safer to touch than bare wire, has already grasped more science than any textbook paragraph can prove on its own. This Primary 4 Basic Science and Technology second term lesson note walks through light, electricity, sound, heat, air, soil, the solar system and weather, week by week, with simple demonstrations your pupils can see and touch, not just read about.

Second Term Scheme of Work

The notes follow the NERDC scheme of work for Primary 4. Here is the full term at a glance:

Weeks 1 to 6

Week	Topic	Content
1	Light Energy	Sources of light, properties of light, light and shadows, reflection of light, importance of light
2	Basic Electricity	Sources of electrical energy, electrical appliances, conductors and insulators, safety, simple circuits
3	Sound Energy	Sources of sound, how sound travels, loud and soft sounds, musical instruments, noise pollution
4	Heat Energy	Sources of heat, effects of heat on materials, heat and temperature, uses of heat, safety with hot objects
5	Mid-term examination	Assessment of topics covered in Weeks 1 to 4
6	Mid-term break	Rest and relaxation period

Weeks 7 to 13

Week	Topic	Content
7	Air and Breathing	Composition of air, importance of air, the breathing system, keeping lungs healthy, air pollution
8	Soil as Part of Our Environment	Types of soil, properties of different soils, uses of soil, soil conservation, organisms in the soil
9	The Solar System	The sun, moon and stars, planets in the solar system, day and night, the earth’s movement
10	Weather and Climate	Elements of weather, weather instruments, seasons in Nigeria, dressing for different weather conditions
11	Revision	Review of all topics covered, practice exercises, question and answer sessions
12	Examination	End of term assessment
13	Closing	Report card distribution, vacation assignment

Free Sample: Weeks 1 and 2

Read the full lesson notes for the first two weeks below. Every other week uses the same layout.

WEEK 1: Light Energy

Class: Primary 4   |   Subject: Basic Science and Technology   |   Duration: 40 minutes

Topic: Light Energy   |   Sub-topic: Sources of Light, Properties of Light, Shadows, Reflection and Importance of Light

Instructional material

• A torch (flashlight) and a candle
• A flat mirror and a glass of water
• Cardboard to cast shadows
• A chart showing natural and artificial sources of light
• Flash cards: natural, artificial, reflection, shadow, opaque, transparent

Learning objectives

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

• Define light energy
• Distinguish between natural and artificial sources of light
• State and explain the properties of light
• Demonstrate and explain how shadows are formed
• Explain reflection of light and state the importance of light

Entry behaviour / prior knowledge

Pupils can identify the sun, electric bulbs, and candles as things that give light. They know that it is dark at night when the sun is not shining and that we switch on bulbs for light indoors.

Content

What is Light Energy?

Light energy is a form of energy that makes things visible, it allows our eyes to see objects. Without light, everywhere would be completely dark and we would not be able to see anything. Light travels from a source (where it comes from) and enters our eyes.

Sources of Light

A source of light is any object that produces or gives out light. Sources of light are grouped into two main types:

• Natural sources: these give light on their own without being made by humans. Examples are the sun (the biggest and most important natural source of light), stars, lightning, and fireflies
• Artificial sources: these are made by humans using electricity or fire. Examples are electric bulbs, fluorescent tubes, torches, candles, lanterns, and car headlights

Properties of Light

• Light travels in straight lines: light always moves in a straight path from the source. This is why a beam of torchlight does not bend around corners
• Light travels very fast: light travels faster than anything else in the world. It can travel round the earth about 7 times in just one second
• Light can pass through some materials: materials that allow light to pass through completely are called transparent (example: clear glass); materials that allow some light through are translucent (example: frosted glass); materials that block all light are opaque (example: wood, stone, brick)

Light and Shadows

A shadow is a dark area that forms when an opaque object blocks light. When light hits an opaque object, the light cannot pass through, so a dark shape appears on the surface behind the object. The shadow is always on the opposite side of the object from the light source. The size of a shadow changes depending on how close or far the object is from the light source: the closer the object is to the light, the bigger the shadow.

Reflection of Light

Reflection happens when light hits a smooth, shiny surface and bounces back. Mirrors are the best example of surfaces that reflect light. When you stand in front of a mirror, the light from your body bounces off the mirror and back to your eyes, so you can see your reflection (image). Smooth, shiny surfaces reflect more light than rough, dull surfaces.

Importance of Light

• We use light to see clearly at home, in school, and on the road
• Plants need sunlight to make their own food (photosynthesis)
• Sunlight gives us warmth and heat
• Light helps us know when it is day and when it is night
• Artificial light allows us to work, read, and move around safely at night

Lesson presentation

Introduction (Step 1): The teacher switches off all lights and covers the windows to make the room dark, then asks pupils how they feel. After switching the lights back on, the teacher asks why light is important and introduces the lesson topic.

Explanation (Step 2): The teacher uses the chart to explain natural and artificial sources of light, demonstrates the properties of light with a torch (straight line travel, blocking by opaque card), shows shadow formation by placing a hand in front of the torch beam, and demonstrates reflection using the mirror.

Pupil participation (Step 3): Pupils sort pictures on flash cards into natural and artificial sources of light, make shadow shapes with their hands in the torch beam, look at their reflections in the mirror, and classify objects as transparent, translucent, or opaque.

Evaluation and conclusion (Step 4): The teacher asks oral questions on sources of light, properties, shadows, and reflection, corrects errors, summarizes the lesson on the board, and gives the assignment.

Lesson evaluation

1. A form of energy that allows us to see objects is called ____

a. light energy   b. sound energy   c. heat energy   d. wind energy

2. Which of these is a natural source of light?

a. The sun   b. An electric bulb   c. A candle   d. A torch

3. An electric bulb and a torch are examples of ____ sources of light

a. artificial   b. natural   c. dark   d. hidden

4. Light always travels in ____ lines

a. straight   b. curved   c. zigzag   d. circular

5. A material that allows light to pass through completely is called ____

a. transparent   b. opaque   c. rough   d. metallic

6. A shadow is formed when an opaque object ____

a. blocks light   b. allows light through   c. reflects light   d. produces light

7. When light hits a smooth, shiny surface and bounces back, it is called ____

a. reflection   b. shadow   c. refraction   d. absorption

8. Plants need sunlight to ____

a. make their own food   b. drink water   c. sleep   d. grow roots

Theory

1. Explain the difference between a natural source of light and an artificial source of light. Give two examples of each.
2. Explain what a shadow is and how it is formed.
3. State three reasons why light is important to living things.

Assignment

• Drawing: Draw the sun and an electric bulb. Label them as natural and artificial sources of light respectively.
• Written: Stand in sunlight (or in front of a torch at night). Observe your shadow. Write two observations: when is the shadow big and when is it small?
• Oral/Written: Name four artificial sources of light found in your home and write them down.

WEEK 2: Basic Electricity

Class: Primary 4   |   Subject: Basic Science and Technology   |   Duration: 40 minutes

Topic: Basic Electricity   |   Sub-topic: Sources of Electrical Energy, Appliances, Conductors, Insulators, Safety and Simple Circuits

Instructional material

• A dry cell (battery), connecting wires, and a small torch bulb
• A chart showing common electrical appliances in the home
• Sample materials: copper wire, rubber, wood, plastic, aluminium foil
• A chart showing a simple circuit diagram with battery, wire, and bulb
• An electricity safety poster

Learning objectives

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

• Mention sources of electrical energy
• Identify common electrical appliances in the home and their uses
• Distinguish between conductors and insulators with examples
• State safety rules for handling electricity
• Describe a simple electrical circuit

Entry behaviour / prior knowledge

Pupils know that they use electricity at home to power lights, fans, and televisions. They have seen adults switch on and off electrical appliances and have heard about the danger of electric shock.

Content

What is Electricity?

Electricity is a form of energy that powers machines, lights, and many other things we use every day. It is produced from different sources and flows through wires to reach homes, schools, and hospitals.

Sources of Electrical Energy

• Generators: machines that burn fuel (petrol or diesel) to produce electricity. Many homes in Nigeria use generators when there is no public supply
• Batteries (dry cells): small portable sources of electricity used in torches, remote controls, and clocks
• Solar panels: flat panels placed in sunlight that convert sunlight into electricity
• Power stations (the national grid): large plants that supply electricity to homes through wires and poles

Electrical Appliances in the Home

An electrical appliance is any device that needs electricity to work. Examples and their uses:

• Electric fan – cools the air in the room
• Electric iron – smooths clothes after washing
• Refrigerator – keeps food and drinks cold and fresh
• Television – shows programmes for news and entertainment
• Electric cooker/hotplate – cooks food using electric heat

Conductors and Insulators

For electricity to be safe and useful, we must know which materials allow electricity to flow through them and which ones do not.

• Conductors: materials that allow electricity to flow through them easily. Most metals are good conductors. Examples: copper wire, iron, aluminium, and water
• Insulators: materials that do not allow electricity to flow through them. They are used to cover wires and protect us from electric shock. Examples: rubber, plastic, wood, glass, and dry cloth

Safety with Electricity

• Never touch sockets, switches, or wires with wet hands; water conducts electricity and can cause a fatal shock
• Do not put objects like nails or pens into sockets
• Keep electrical appliances away from water
• Do not play near electricity poles, transformers, or generator exhaust pipes
• Always ask an adult to plug or unplug appliances
• Switch off appliances when leaving the room

Simple Electrical Circuit

A circuit is a complete, unbroken path through which electricity flows. A simple circuit needs at least three things: an energy source (a battery or dry cell), a conductor (a connecting wire), and a component (a bulb or buzzer). When the wires connect the battery to the bulb with no breaks, electricity flows and the bulb lights up. If the wire is broken or disconnected at any point, the circuit is open and the bulb goes off.

Lesson presentation

Introduction (Step 1): The teacher asks pupils to name things in their homes that use electricity. The teacher lists the answers on the board, then asks where electricity comes from. Pupils answer from prior experience, and the teacher introduces the lesson.

Explanation (Step 2): The teacher uses the chart to explain sources of electrical energy and appliances, then demonstrates the difference between conductors and insulators by touching sample materials to a simple battery-and-bulb circuit to see which makes the bulb light up, and teaches the safety rules using the poster.

Pupil participation (Step 3): Pupils predict and test which materials are conductors by placing them in the circuit. They sort material cards into conductors and insulators, recite the electricity safety rules, and draw a simple circuit in their books.

Evaluation and conclusion (Step 4): The teacher asks oral questions on all sub-topics, corrects wrong answers, summarizes the lesson on the board, and gives the assignment.

Lesson evaluation

1. Electricity is produced from the sun by using ____

a. solar panels   b. electric fans   c. rubber tyres   d. plastic pipes

2. A small portable source of electricity used in torches and clocks is a ____

a. battery   b. generator   c. transformer   d. socket

3. An electrical appliance used to keep food cold and fresh is a ____

a. refrigerator   b. electric iron   c. television   d. electric fan

4. Materials that allow electricity to flow through them are called ____

a. conductors   b. insulators   c. shadows   d. opaque

5. Which of these is an example of an insulator?

a. Rubber   b. Copper wire   c. Aluminium   d. Iron nail

6. We must never touch electrical sockets with ____ hands

a. wet   b. clean   c. small   d. both

7. A complete path through which electricity flows is called a ____

a. circuit   b. curtain   c. cycle   d. calendar

8. A simple electrical circuit must include an energy source, a wire, and a ____

a. bulb or component   b. rubber eraser   c. plastic cup   d. wooden ruler

Theory

1. Mention four sources of electrical energy and give one example of where each is used.
2. Explain the difference between a conductor and an insulator. Give two examples of each.
3. Write four safety rules we must follow when using electricity.

Assignment

• Drawing: Draw a simple electrical circuit with a battery, two wires, and a bulb. Label all the parts.
• Written: Walk around your home and list six electrical appliances you find. Write what each one is used for.
• Oral/Written: Ask an adult at home what they do to stay safe when using electricity. Write down two rules they told you.

Weeks 3 to 13 (Locked)

The remaining weeks are in the full lesson note. Each one has objectives, content, the four-step lesson presentation, evaluation questions, theory questions and an assignment.

What You Get

• Thirteen weeks of lesson notes, from light and electricity to soil, the solar system and weather
• Learning objectives, instructional materials and entry behaviour for every week
• Clear content in simple English that suits Primary 4 pupils
• A four-step lesson presentation: introduction, explanation, pupil participation, evaluation
• Evaluation questions, theory questions and an assignment each week
• An editable Word file, so you can add your school name and change any part

Price and How to Order

The full Primary 4 Basic Science and Technology second term lesson note costs ₦1,000. After payment, we send your file on WhatsApp.

Related Lesson Notes

Also teaching Primary 4 this term? These lesson notes follow the same layout:

• Primary 4 Basic Digital Literacy second term lesson note
• Primary 4 Mathematics first term lesson note
• Primary 4 Islamic Religious Studies first term lesson note
• Primary 4 Cultural and Creative Arts second term lesson note
• Primary 4 Social and Citizenship Studies second term lesson note
• Primary 4 Physical and Health Education second term lesson note

Frequently Asked Questions

Which class and term is this lesson note for?

It is for Primary 4, second term, and it follows the NERDC curriculum.

What format do I receive?

You receive an editable Word file. You can print it or change it to suit your school.

Can I read a sample before I buy?

Yes. Weeks 1 and 2 are free on this page, so you can check the quality first.

How long does delivery take?

We send the file on WhatsApp soon after your payment is confirmed.

Do the experiments need special equipment?

No. Every demonstration uses everyday materials such as a torch, a battery, wires, and a mirror, so you can teach each lesson without a science laboratory.