Lesson Notes By Weeks and Term v3 - Primary 2

Lesson Video

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Performance objectives

• Pupils should be ableto:
• design simple patterns using basic shapes.
• draw basic shapes e.g. Circles.
• make patterns using different shapes.

Lesson summary

Pupils should be ableto: design simple patterns using basic shapes. draw basic shapes e.g. Circles. make patterns using different shapes.

Lesson notes

Arts And Crafts assesses the ability to draw a fundamental basic shape. Emphasize neatness and a closed form.

Question 2: Draw a square and then draw another square next to it.

Solution: Teacher demonstrates drawing a square with four equal sides and four right angles. Then, instruct students to draw an identical square directly adjacent to the first one, sharing a side or placed very close. (Visual representation on board: Square followed by another identical square next to it, e.g., [ ][ ])

Commentary: This checks drawing skills for another basic shape and introduces the idea of repetition, which is key to patterns.

Question 3: Create a pattern by drawing a triangle and a circle, and repeating this sequence once more.

Solution: Teacher should guide students to draw one triangle, then immediately draw one circle next to it. Then, repeat this pair: draw another triangle followed by another circle. (Visual representation on board: Triangle - Circle - Triangle - Circle)

Commentary: This directly addresses the performance objective of making patterns using different shapes. It tests sequence and repetition.

Question 4: Design a simple pattern for a mat border using rectangles. Repeat the rectangle three times.

Solution: Teacher instructs students to draw a rectangle. Then, draw two more identical rectangles placed side-by-side or end-to-end to form a continuous pattern. (Visual representation on board: Rectangle - Rectangle - Rectangle)

Commentary: This integrates the concept with a familiar Nigerian context (mat borders) and focuses on repeating a single shape to form a pattern.

5. Independent Practice (Questions Only) These questions are for students to complete independently, either in class or as homework, to assess their individual mastery of the lesson objectives.

1. Draw a rectangle and a triangle neatly in your drawing book.

2. Using only circles, draw a pattern that repeats four times.

3. Create a pattern using a square and a circle. Repeat the pattern three times.

4. Design a border pattern for a table cloth using a rectangle and a triangle. Show the pattern repeating at least twice.

5. Draw three different patterns using any combination of two basic shapes (circle, square, triangle, rectangle). Make sure each pattern repeats at least twice.

6. Observe any patterned item at home (e.g., a fabric, a floor tile). Try to draw a small part of its pattern in your book, identifying the basic shapes used.

6. Evaluation and Assessment This section outlines how to assess students' understanding and achievement of the performance objectives, directly referencing the provided evaluation guide.

Formative Assessment: Observation: During activities, the teacher observes students' ability to draw shapes, follow instructions, and attempt to create patterns.

Class Participation: Assess engagement in discussions and responses to questions.

Quick Checks: Review students' practice drawings during the lesson for immediate feedback. Summative Assessment (Aligned with Evaluation Guide):

1. Objective: Make one design using basic shapes.

Task: On a clean sheet of paper, design a decorative pattern for the border of your drawing book cover using any two basic shapes you have learned.

Marking Scheme: 2 marks: Clear and recognizable basic shapes used. 2 marks: Shapes are arranged in a coherent, repetitive design. 1 mark: Neatness and effort.

Total: 5 marks

2. Objective: Produce 3 patterns using different shapes.

Task: Create three distinct patterns in your drawing book. Each pattern must use at least two different basic shapes, and each pattern must repeat its sequence at least twice.

Pattern 1: (e.g., Circle-Square-Circle-Square)

Pattern 2: (e.g., Triangle-Rectangle-Triangle-Rectangle)

Pattern 3: (e.g., Square-Circle-Triangle-Square-Circle-Triangle) Marking Scheme (for each of the 3 patterns): 1 mark: Correct use of at least two different basic shapes. 1 mark: Correct repetition of the pattern sequence (at least twice). 1 mark: Neatness and clarity of shapes.

Total: 3 marks per pattern x 3 patterns = 9 marks Overall Assessment: The teacher will combine formative observations with the summative assessment tasks to gauge overall understanding.

7. Real-life Applications / Integration

1. Traditional Nigerian Textiles and Crafts: Students can observe patterns in local fabrics like Ankara, Adire, or Aso-Oke. These continuously along the border. This process helps students understand that a pattern is not just random shapes but a thoughtful, repeated sequence. Emphasize that neatness, consistent size of shapes, and clear repetition are important for effective pattern design.

3. Teaching and Learning Activities Prior Knowledge: Students can identify some basic shapes (circle, square, triangle, rectangle).

Instructional Materials: Drawing books or plain paper Pencils, erasers Rulers (optional, for straight lines for squares/rectangles/triangles) Crayons or coloured pencils Examples of patterns from local fabrics (e.g., Ankara, Adire), floor tiles, mats, baskets, or images of such. Flashcards with basic shapes drawn on them.

A. Introduction (10 minutes)

Teacher Activity: Begins by reviewing previously learned basic shapes. Holds up flashcards or draws on the board (circle, square, triangle, rectangle) and asks students to identify them. Asks students where they see these shapes in the classroom or at home (e.g., window is a rectangle, clock is a circle, roof of a house is a triangle). Introduces the concept of 'pattern' by showing examples from local fabrics (e.g., Ankara cloth with repeated motifs) or a patterned mat. Asks students what they notice about the pictures/designs. Guides them to observe the 'repetition'.

Student Activity: Identifies basic shapes presented by the teacher. Mentions real-life examples of shapes. Observes and discusses the examples of patterns shown, identifying the repeated elements.

B. Development of Content (25 minutes)

Teacher Activity: Drawing Basic Shapes: Demonstrates on the board how to draw each basic shape clearly and neatly, emphasizing the characteristics (e.g., a circle is round, a square has four equal sides). Allows students to practice drawing each shape in their books as demonstrated.

Introducing Pattern Design: Explains that a pattern is made by repeating shapes. Demonstrates a simple pattern using one shape first (e.g., Circle - Circle - Circle).

Designing Patterns with Multiple Shapes: Demonstrates designing a pattern using two different basic shapes (e.g., Square - Triangle - Square - Triangle). Draws it step-by-step on the board, explaining the repetition.

Guided Practice: Asks students to choose two different basic shapes and create their own simple pattern in their drawing books. Circulates to provide individual guidance and feedback.

Student Activity: Practices drawing circles, squares, triangles, and rectangles neatly in their books. Observes the teacher's demonstration of pattern making. Chooses two basic shapes and attempts to design a simple pattern in their drawing books, following the teacher's guidance.

C. Class Discussion and Sharing (5 minutes)

Teacher Activity: Asks a few students to show their patterns to the class. Provides positive reinforcement and constructive feedback. Reiterates the concept of pattern as a repetition of shapes or designs.

Student Activity: Shares their designed patterns with classmates. Observes and appreciates classmates' work.

D. Conclusion (5 minutes)

Teacher Activity: Summarizes the lesson by reviewing what patterns are and how to design them using basic shapes. Assigns homework.

Student Activity: Participates in the summary review. Notes down homework.

4. Guided Practice (With Solutions) This section provides scaffolded practice questions to reinforce understanding during the lesson, with clear solutions for the teacher.

Question 1: Draw a circle.

Solution: Teacher should instruct students to use a free hand to draw a round shape. For better results, demonstrate using a circular object (like the base of a marker or a small cup) to trace, if available, or emphasize making a smooth, continuous curve. (Visual representation on board: A clear, neat circle)

Commentary: This assesses the ability to draw a fundamental basic shape. Emphasize neatness and a closed form.

Question 2: Draw a square and then draw another square next to it.

Solution: Teacher demonstrates drawing a square with four equal sides and four right angles. Then, instruct students to draw an identical square directly adjacent to the first one, sharing a side or placed very close. (Visual representation on board: Square followed by another identical square next to it, e.g., [ ][ ])

Commentary: This checks drawing skills for another basic Designing Patterns of Basic Shapes.

Term: 1st Term Week: 4 ---

1. Overview and Learning Objectives This topic introduces Primary 2 pupils to the fundamental concepts of design and pattern making using basic geometric shapes. Understanding patterns is crucial for developing visual literacy, creativity, and an appreciation for art and design prevalent in everyday Nigerian life. The ability to identify, create, and appreciate patterns forms a foundational skill for future artistic endeavors and problem-solving. By the end of this lesson, students will be able to: Create simple repeated designs using fundamental geometric shapes. Draw common basic shapes, such as circles, squares, and triangles, accurately. Construct multiple patterns by arranging and repeating different geometric shapes. These skills are applicable in various real-world Nigerian contexts, such as recognizing patterns in traditional textiles like Adire and Aso-Oke, observing designs in building architecture (e.g., floor tiles, window grills), and appreciating the decorative elements in local crafts like basket weaving and pottery. This lesson lays the groundwork for understanding visual organization and aesthetic appeal in their environment.

2. Key Concepts and Explanations This section explains the core ideas necessary for teachers to deliver the lesson effectively.

Basic Shapes: These are the simplest geometric forms from which more complex designs can be built. For Primary 2, the focus is typically on: Circle: A round shape where all points on its boundary are equidistant from its center. (e.g., the base of a tin of Bournvita, a Naira coin, a local 'moi-moi' leaf wrap).

Square: A four-sided shape with all sides of equal length and all four angles being right angles (90 degrees). (e.g., a typical biscuit, a square floor tile, a small traditional stool surface).

Triangle: A three-sided shape with three straight sides and three angles. (e.g., the roof of a small house, a slice of watermelon, a road sign).

Rectangle: A four-sided shape with four right angles, where opposite sides are equal in length. (e.g., a notebook, a door, a mobile phone, a classroom chalkboard).

Pattern: A pattern is a repeated arrangement of shapes, lines, colours, or objects. It is characterized by predictability and a sense of order. When elements are arranged in a specific, recurring sequence, they form a pattern. Patterns can be found everywhere, from natural elements like zebra stripes to man-made objects like building bricks or fabric designs.

Design: Design refers to the plan or arrangement of elements to create something specific, often with an aesthetic or functional purpose. In this context, 'designing' means carefully planning how to arrange basic shapes to create a visual output, which could be a repeating pattern or a standalone arrangement.

Designing Patterns of Basic Shapes: This concept involves intentionally arranging basic shapes in a repetitive sequence to create a decorative or organized visual effect.

The process involves:

1. Selecting Shapes: Choosing one or more basic shapes (e.g., a circle and a square).

2. Deciding on Arrangement: Determining how these shapes will be placed next to or around each other (e.g., circle, then square, then circle, then square).

3. Repetition: Repeating this chosen arrangement multiple times to form a continuous sequence.

Worked Example (Conceptual for Teacher): Imagine a teacher wants students to design a pattern for a border of a drawing book.

Step 1: Choose Basic Shapes. The teacher might select a 'Square' and a 'Triangle'.

Step 2: Decide on an Arrangement Unit. The teacher decides on the unit "Square - Triangle".

Step 3: Repeat the Unit. The pattern would then be "Square - Triangle - Square - Triangle - Square - Triangle..." drawn continuously along the border. This process helps students understand that a pattern is not just random shapes but a thoughtful, repeated sequence. Emphasize that neatness, consistent size of shapes, and clear repetition are important for effective pattern design.

3. Teaching and Learning Activities Prior Knowledge: Students can identify some basic shapes (circle, square, triangle, rectangle).

Instructional Materials: Drawing books or plain paper Pencils, erasers Rulers (optional, for straight lines for squares/rectangles/triangles) Crayons or coloured pencils * Examples of patterns from local fabrics (e.g., Ankara, Adire), floor tiles, mats,

Teacher activity

• Begins by reviewing previously learned basic shapes. Holds up flashcards or draws on the board (circle, square, triangle, rectangle) and asks students to identify them.
• Asks students where they see these shapes in the classroom or at home (e.g., window is a rectangle, clock is a circle, roof of a house is a triangle).
• Introduces the concept of 'pattern' by showing examples from local fabrics (e.g., Ankara cloth with repeated motifs) or a patterned mat. Asks students what they notice about the pictures/designs. Guides them to observe the 'repetition'.

Evaluation guide

• This section outlines how to assess students' understanding and achievement of the performance objectives, directly referencing the provided evaluation guide.
• Observation: During activities, the teacher observes students' ability to draw shapes, follow instructions, and attempt to create patterns.
• Class Participation: Assess engagement in discussions and responses to questions.
• Quick Checks: Review students' practice drawings during the lesson for immediate feedback.
• Summative Assessment (Aligned with Evaluation Guide):

Reference guide

• :
• Drawing books or plain paper
• Pencils, erasers
• Rulers (optional, for straight lines for squares/rectangles/triangles)
• Crayons or coloured pencils
• Examples of patterns from local fabrics (e.g., Ankara, Adire), floor tiles, mats, baskets, or images of such.