LESSON NOTES FOR APTITUDE FOR TOP CLASS TERM I 2023

Taking care of myself for proper growth and development .

My name is ___________
I am ____ years old. I am a__________ (girl, boy)
My father’s name is _____________
My mother’s name is ____________
I live/stay at ____________
My school is ______________

Activity
1. What is your name?
My name is _________________
2. How old are you:
I am ________ years old.
I am a _______________ (girl/boy)
Let the pupils talk about themselves.
3. What’s your father’s name?
__________________________
4. What’s your mother’s name?
_______________________
5. Where do you live/stay?
_______________________
6. What’s the name of your school?
___________________________
Drawing and describing his/her name.

Naming my body parts

1. Reciting/singing a rhyme about body parts.
2. Naming and identifying body parts e.g. ears, toes, nose, mouth, fingers,
legs, eyes, lips, etc.
Teacher leads pupils to know how many they are.

All about functions of each body part e.g.

Eyes - seeing
Nose - smelling
Legs - walking, etc.
 Children should know the main function of body parts. I.e. to give shape of
person.
The teacher should lead the pupils to appreciate the gifts God gave us through a
song, prayer, rhyme, etc.
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Lesson one
Activity
1. Teach a dialogue song about body parts (oral)
2. Naming body parts.

Lesson two
Matching body parts to their uses.

walking

hearing

seeing

smelling

touching

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Lesson three
Filling in missing letters

e__r n__se __ye le__

h__ir stom__ch han__

Lesson four
Write these words correctly.
era _______ seno _________ eey _______
ige _______ teos _________ ngerfi _________

Joining a puzzle
- face fingers leg hand ear

Caring for our body

Reciting a rhyme about the ways of caring for our body.

Teacher guides children and instructs them to mention the way how different body
parts are cared for. e.g
teeth - by brushing
fingernails - by cutting them short
hair - by combing, cutting, plaiting, etc.

Activity
How can you care for your teeth?
I can care for my teeth by _______________

Draw these things we use to cut finger nails.

(i) razorblades (ii) nail cutter

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Match correctly

toothbrush

comb

razorblade

toothpaste

Talk about the importance of keeping our body clean e.g It makes us look smart,
etc.
Talk about the dangers of cleaning the body. e.g It causes bad smell.

Lesson 6
I can locate the place where I live/stay
I live/stay at __________
My village is _____.
My home is found at __________________

Tings that make up a home.

kitchen
toilet
bedroom
bathroom
sitting room

Activity
Name the things found in the kitchen e.g saucepan, spoon, plates.
Where do we ease? (oral)
chairs, cupboard, table, carpet, television, (TV), radio, etc
Write the things we find in a bedroom. e.g bed, basin, wardrobe, mattress, blanket,
pillow, suitcase, etc

Family members
recite a rhyme/sing a song about family members.
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Mention family members (nuclear family) e.g father, mother, sister, brother, baby

Other family members extended family)

- aunt
- uncle
- cousin
- nephew
- grandfather
- grandmother

Activity

Who heads a family?

________heads a family.

Name these people found at home.

Fill in the missing letters

f__ther m__ther si__ter br_ther

Colour these family members

Animals found at home.

- pig - sheep
- goat - cow
- dog - rabbit

Activity
Write these words correctly.
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pgi - _______ woc - _______
gdo - _______ eepsh - _______
oatg - _______ bbitra - ________
atc - _______

Read and draw

pig dog cow sheep rabbit cat

Fill in missing letters.

sh__ __ p go__t c__w rab__it c__t
- Telling the role of each of the animal found at home.

Birds found at home. e.g duck , hen, turkey

Activity
Read and draw the birds.
What does the hen give us?

Fill in the missing letters.

h__n d__ck tu__key

Roles of family members

Tr. guides the children to discuss and discover the roles of different members e.g
Mother Father Children
- Cooks food - heads a family - Mop the house
- feeds the baby - Buys food etc - Sweep the compound
- Cleans the home - Wash dishes, etc
- Mops the house, etc

Activity
Pupils’ role play
- Draw Mummy cooking food

Name the things we use to clean the home.

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 ____________ __________
Lesson eight

Domestic animals which are not eaten.

dog
donkey
horse
camel

Use of animals (Things we get from domestic animals)

cow - milk, meat, dung, skin
goat - meat, milk, skin
dog - keeps/guards homes, it is a pet
sheep - milk, wool, manure
cat- eats rats, It is a pet
Activity

- Which animal keeps the home? ____________________

Match correctly
cow wool
dog milk
sheep guards our homes

- Which animals eats rats from the house?_____________________

Animals used for transport
donkey
horse For carrying people and things. They are also used as pets.
camel

Lesson nine
Uses of birds. (Things we get from birds)
hen - eggs, chicken, manure
duck - eggs, meat
turkey- eggs, meat
Activity
Draw thee things we get from a hen.
eggs chicken
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Lesson ten
Fill in the missing parts

Lesson eleven
Revision
Complete all the learnt activities.

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 LESSON NOTES FOR APTITUDE FOR TOP CLASS TERM II

WEEK I AND II

a. Taking care of myself for growth and development.

(i) Keeping healthy and practicing good health habits.

Suggested developmental activities

- Naming food eaten at home and at school.

- Identifying good food to be eaten . (oral work)
- Identifying sources of food e.g garden, markets, shops, lakes, etc.
- explaining importance of eating clean fresh foods and safe drinks.
(oral work)
Explaining the importance of washing hands before after eating food. (oral
work)
Talking about foods that make up a balanced diet. (Oral work)
Identifying foods that are not eaten. (Oral work)
Singing songs, reciting rhymes and telling stories. (Oral work)
Drawing and colouring foods.
Modeling and pasting types of foods. (Practical)
Modeling and pasting types of foods. (Practical)Making scrap books about
foods and drinks. (Practical)

WEEK III A ND IV
- Taking care of myself for proper growth and development.
(i) Caring for my body.

Suggested developmental activities.

- Naming clothes we wear.
- Drawing types of clothes and colouring them.
- Explaining the importance of wearing clothes.
- Role playing the safety of keeping clothes.
- Cutting out types of clothes and displaying them
- Matching clothes to definite parts.
- Displaying types of clothes according t o colour, size and sex.
- cutting and sticking

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 - pasting with cereals
- painting cut outs.

WEEK V AND VI
Interacting with exploring, knowing and using my environment.
Exploring and knowing my immediate environment.

Suggested developmental activities

- Planting, watering and caring for seedlings.
- Telling uses of plants, foods, fruits and flowers. i.e
- for decoration
- medicine
- wood
- firewood
- manure
- shade
- shelter, etc
- Observing pictorial environment messaged/signs e.g Keep off the grass.
- To have a field trip to watch the nature of plants.
- Drawing plants
- Naming plants
- Creating a class garden with vegetables.
- Singing and reciting compositions about plants.

WEEK VII AND VIII

Knowing and appreciating important places in my environment.

Suggested developmental activities

- Naming important places around home and school. e.g
- police stations
- clinics
- hospitals
- churches
- markets
- mosques
- schools, etc.
- Talking about importance of places.
- Naming people found in each place.
- Role playing/dramatizing activities done at each place.
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 - Carrying out educational visits to the mentioned places.
- Telling stories/news.
- Listening to a resourceful person.
- Drawing important places.

WEEK IX
Experimenting and understanding the concept of movement in the environment.

Suggested developmental activities.

- Naming things/means we use for transport. e.g
- bicycles,
- cars,
- trains,
- buses,
- motorcycles,
- wheel barrows,
- donkeys,
- aeroplanes,
- boats, etc.
- Talking about different ways of transport e.g
- road transport
- water transport
- air transport
- rail transport.
- Identifying common means in and around the environment.
- Modeling, drawing, colouring everyday means.
- Singing and reciting rhymes related to transport.
- Talking about the zebra crossing and people who help us to cross the road.
e.g
- traffic officers
- older people
- parents
- traffic lights
- older children
- Talking about different kinds of road e.g tarmac roads, feeder roads,
- Marrum roads, main roads.
- Modeling
- Demonstrating

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WEEK X
Identifying dangers and taking precautions of keeping safe and avoiding accidents.

Suggested developmental activities

- Talking about dangerous things in our environment. e. g
- sharp objects
- open dug holes
- medicine
- broken things
- snake bites
- poisonous foods/drinks
- open/broken electric wires
- pot holes, etc
- Talking about first aid and what should be done to common accidents.
- Drawing and naming dangerous things.
- Talking about safety rules.
- Watching films
- Singing and reciting poems
- Role playing situations about accidents.

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 LESSON NOTES FOR APTITUDE FOR TOP CLASS TERM III

Lesson one

People we stay with in the environment

Teacher guides pupils to recognize and identify people in different types of
environment. i.e
- school
- home
- community

People found at school

- headteacher
- teachers
- cleaners
- cooks
- guards, bursar
- secretary, etc

Activity
Who is your headteacher?
What is the name of your class teacher? (Oral)
Who are your teachers? (Oral)
Where do we find the guards? (Orals)
What is the colour of your school uniform?

Name these things

Where do we find cooks?

Fill in the missing letters.

te__cher c__ __ k gu__rd

People found at home

- father
- mother
- sister
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 - brother
- baby, etc
- Mention all family members

Activity
- Drawing people at home
- Naming people at home
- What is your father’s name?
- What is your mother’s name?

Write these words correctly.

therfa_________ mthero ____ stersi ______
Where do you live?

People found in our community

- doctor
- driver
- nurse
- farmer
- carpenter
- mechanic
- shopkeeper, etc

Activity
Let children role play different people in the community
- What does the doctor do?
- Who sells things in the shop?
- Draw a farmer in the garden

Match correctly
doctor shop
farmer hospital
shopkeeper garden

Talking a bout acceptable behaviours using appropriate language

Can be done through

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 - requests (oral)
- Apologizing (Oral)
- responding to when called (Oral)
- Inquiring about things. (Oral)
- Obeying and following notes. (Oral)
- Asking for permission. (Oral)
- Playing games that show good behaviours. (Oral)
- Playing imaginary situations with others, (Oral)

Activity
- Role playing
- Telling news
- Playing games

Lesson two
My daily practices
Sing a song about routine
Guide learners to mention actions they perform e.g
- sweeping - combing
- mopping - drawing
- dusting - writing
- cleaning - playing, et

Activity
Read and draw the actions
Sweeping Cleaning mopping

Lesson three

Activity
drawing and painting freely according to what is given e.g
-
- Playing in the garden - my school
- at the market - my birthday
N.B: Teacher should provide all the necessary materials.

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Modeling with clay
Children should model different things found in the environment e.g cars, radios,
etc

Pasting pictures with seeds, bananas, fibres, papers, etc

Teacher should guide children when they are pasting.

Lesson four
Using the sense of touching and feeling to describe things and situations.
Things which are soft
- mattress
- sweater, etc

Things which are hard

- stone
- table, etc

Activity
Mention examples of soft things
Give examples of hard things

Lesson five
Things which are smooth.eg
- skin
- baby, etc
Things which are rough. e.g
floor
soil, etc

Things which are heavy. e.g

stones
salt, etc

Things which are light. e.g

- cotton
- clothes, etc

Examples of hot things

- hot tea
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 - hot milk
- hot food

Examples of cold things

- cold food
- ice cream
- cold water
- cold milk

Activity
Learners should sort objects into different forms.
- Playing
- guess games
- water play
- sand play
- Playing with different textures e.g sand, flour, etc

Lesson six
Comparing things according to different attributes. e.g

Comparing and sorting pupils into two groups based on a particular criteria. i.e
big - small
tall - short

Activity
- pupils sort objects
- pupils compare objects

Lesson seven
Arranging things into 3 groups dimension and describing the relations. i.e
big bigger biggest

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long longer longest

tall taller tallest

Activity
- Arranging things into 3 groups dimension.
- Describing relation.
- Answering questions.

Lesson eight
Describing positions using the vocabulary
- near
- far
- out
- under
- up
- down

Using near and far

Where is the tree?

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A B Leaf A is ______ away from leaf B

Activity
- Answering questions correctly
- describing positions
- play games

Lesson nine
Comparing concrete objects using light, heavy, heavier
Stone B Stone A is heavy.
Stone b is heavier than stone A

Stone A

Comparing capacity (Using empty/full)

A B C

Glass B has more water than glass __________

Glass A is _______________
Glass B is _____________

Comparing length (Using longer, shorter, wider, tall, short)

Lesson ten
Revision

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