Lesson Notes By Weeks and Term v3 - Primary 2
Forms of Energy (Sound)
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Forms of Energy (Sound)
Download the Lessonotes Mobile Nigeria 2025 app for faster lesson access on Android and iPhone.
Subject: Basic Technology
Class: Primary 2
Term: 3rd Term
Week: 6
Theme: You And Energy
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Watch on YouTubeIdentify different for ms of energy Identify different sounds Name some in struments that produce sounds Make local in struments that produce sounds Make different kinds of sounds with the in struments they made
Energy: Energy is defined as the ability to do work or cause change. It is what makes things happen around us. For instance, energy makes a fan spin, a car move, or a lamp give light. Without energy, nothing can happen.
Forms of Energy: Energy exists in different forms. For Primary 2, it is important to introduce common forms they can easily observe: Light Energy: Energy that allows us to see. Examples include light from the sun, a torch, or a lantern.
Heat Energy: Energy that makes things warm or hot. Examples include heat from fire, cooking stove, or the sun.
Motion Energy (Kinetic Energy): Energy of moving objects. Examples include a moving car, a running child, or a swinging door.
Sound Energy: The focus of this lesson.
Sound Energy: Sound is a form of energy produced by vibrations. When an object vibrates, it causes the air (or other materials like water or ground) around it to vibrate, and these vibrations travel to our ears, allowing us to hear.
Vibration: A quick back-and-forth movement.
Example: Pluck a rubber band stretched between your fingers; you will see it move back and forth rapidly (vibrate) and hear a sound. If you touch a drum after it has been hit, you will feel it vibrating.
Different Kinds of Sounds: Sounds vary greatly and can be categorised based on their characteristics: Loud Sounds: Sounds that are strong and can be heard from a distance.
Examples: Generator noise, car horn, thunder, market noise (gwar-gwar), a talking drum played loudly.
Soft Sounds: Sounds that are gentle and quiet, often requiring one to be close to hear them.
Examples: Whispering, the rustling of leaves, a cat purring, light rainfall, a baby crying softly.
Pleasant Sounds: Sounds that are enjoyable to hear.
Examples: Singing, music (e.g., fuji, highlife, gospel), birds chirping, gentle rainfall.
Unpleasant Sounds (Noise): Sounds that are disturbing, annoying, or painful to hear.
Examples: Loud construction noise, continuous car horn, a faulty generator, a crying baby that doesn't stop, a fight in the market.
Natural Sounds: Sounds produced by nature.
Examples: Thunder, rainfall, wind howling, animal sounds (e.g., dog barking, goat bleating, bird chirping).
Artificial Sounds: Sounds produced by humans or machines.
Examples: Car engine, radio, talking, footsteps, the sound of a "keke Napep" (tricycle taxi), a church bell.
Instruments that Produce Sounds: Many objects and even parts of our bodies can produce sound.
Body Parts: Clapping hands: Produces a sharp percussive sound.
Stomping feet: Produces a heavy thud.
Snapping fingers: Produces a click.
Humming/Singing: Uses vocal cords.
Whistling: Uses breath and mouth shape.
Common Man-made Instruments: Drum: Produces percussive sounds when struck.
Bell: Produces a ringing sound when struck or shaken.
Whistle: Produces a sharp, high-pitched sound when air is blown through it.
Radio/Phone: Produces various electronic sounds and music.
Local Nigerian Traditional Instruments: Talking Drum (Gangan): A drum whose pitch can be varied to imitate the tone and rhythm of human speech. Made from wood, animal hide, and ropes.
Sekere (Shekere): A Nigerian percussion instrument made from a dried calabash covered with a net of beads, cowries, or seeds. It is shaken or struck against the hand.
Ogene (Gong): An Igbo traditional metal gong, often used to signal or provide rhythm in music.
Maraca: Similar to sekere, often made from gourds or coconut shells filled with seeds.
Flute (Oja): A wind instrument made from bamboo or wood. Making Local Instruments that Produce Sound: This activity promotes resourcefulness and understanding of sound production.
1. Simple Shaker (like a Sekere): Materials: An empty, clean plastic bottle (e.g., small soft drink bottle), dried beans, seeds, small stones, or even sand/garri, masking tape or electrical tape.
Steps: Clean the plastic bottle thoroughly and ensure it is dry. Fill the bottle about one-quarter to one-half full with the dried beans, seeds, or small stones. (Too full will muffle the sound, too empty will make it too quiet.) Tightly close the bottle cap. * For safety and to promotes resourcefulness and understanding of sound production.
1. Simple Shaker (like a Sekere): Materials: An empty, clean plastic bottle (e.g., small soft drink bottle), dried beans, seeds, small stones, or even sand/garri, masking tape or electrical tape.
Steps: Clean the plastic bottle thoroughly and ensure it is dry. Fill the bottle about one-quarter to one-half full with the dried beans, seeds, or small stones. (Too full will muffle the sound, too empty will make it too quiet.) Tightly close the bottle cap. For safety and to prevent spills, secure the cap by wrapping masking or electrical tape around it, sealing it to the bottle neck. The shaker can be decorated using paint, markers, or by wrapping colourful paper around it.
How it makes sound: When shaken, the contents (beans/seeds) hit against the plastic bottle and each other, causing vibrations that produce a rattling sound.
2. Simple Drum: Materials: An empty tin can (e.g., milk tin, Milo tin, small paint bucket), a discarded balloon or a piece of thick rubber sheet (from an old tire tube), strong rubber bands or a piece of string/rope, masking tape. A small stick or pencil for beating.
Steps: Ensure the tin can is clean and has no sharp edges. Cut the neck part off the balloon (if using a balloon). Stretch the open part of the balloon or the rubber sheet tightly over the open end of the tin can, ensuring it is very taut. The tighter it is, the better the sound. Secure the stretched rubber firmly with strong rubber bands or by tying a piece of string/rope tightly around the circumference of the can, just below the opening. Tape down any loose edges of the rubber/balloon to prevent it from slipping off. Decorate the tin can if desired.
How it makes sound: When the stretched rubber surface is hit (with a stick, pencil, or hand), it vibrates, producing a drumming sound. The pitch and volume can vary depending on the tension of the rubber and how hard it is hit. Making Different Kinds of Sounds with Instruments: Once instruments are made, learners can experiment to produce varied sounds.
With a Shaker: Loud Sound: Shake the shaker very fast and with more force.
Soft Sound: Shake the shaker gently and slowly.
Fast Rhythm: Shake quickly in a steady pattern.
Slow Rhythm: Shake slowly in a steady pattern.
With a Simple Drum: Loud Sound: Hit the drum surface with more force or use a stick.
Soft Sound: Tap the drum surface gently with fingers.
Fast Rhythm: Beat the drum quickly in a steady pattern.
Slow Rhythm: Beat the drum slowly in a steady pattern.
Different Tones: Hit different parts of the drum surface (centre vs. edges) to hear subtle changes in sound.
Teacher Activities: Introduction (10 mins): The teacher initiates a discussion by asking learners what makes things move or light up. The teacher introduces the concept of energy as the "ability to do work" and provides simple examples like light from a bulb, heat from fire, and movement of a fan. The teacher briefly mentions different forms of energy (light, heat, motion, sound) and states that the lesson will focus on sound energy. The teacher asks learners to close their eyes for a few seconds and listen to sounds inside and outside the classroom, then describe what they heard.
Exploring Different Sounds (15 mins): The teacher makes various sounds using their voice (e.g., loud, soft, humming, whistling) and body parts (e.g., clapping, stomping, snapping fingers). The teacher plays pre-recorded sounds common in Nigeria (e.g., talking drum, market noise, car horn, animal sounds like a goat bleating or a dog barking, rainfall). The teacher guides learners to identify each sound as loud/soft, pleasant/unpleasant, and natural/artificial. Identifying Sound-Producing Instruments (10 mins): The teacher displays pictures or actual examples of common and local Nigerian sound-producing instruments (e.g., a drum, bell, whistle, talking drum, sekere). The teacher asks learners to name the instruments and describe the sounds they make. The teacher leads a short session where learners use their body parts (clapping, stomping, humming) to make different sounds. Demonstration of Instrument Making (15 mins): The teacher demonstrates step-by-step how to make a simple local shaker (e.g., from a plastic bottle and seeds) and/or a simple drum (from a tin can and balloon) using readily available materials. The teacher explains the materials needed and the process clearly, emphasising safety (e.g., handling sharp edges of tins carefully, securing bottle caps).
Guided Instrument Making (25 mins): The teacher organises learners into small groups and provides them with the necessary materials (pre-collected plastic bottles, tin cans, seeds, balloons, tape, rubber bands). The teacher moves around the classroom, providing assistance and supervision as groups make their own local shakers and/or drums.
Experimenting with Sounds (15 mins): Once instruments are made, the teacher guides learners to experiment with their creations. The teacher instructs them to make loud and soft sounds, fast and slow rhythms, using both their instruments and their body parts. The teacher encourages groups to create simple rhythmic patterns or "melodies." Group Presentations and Discussion (10 mins): Each group presents their instrument(s) and demonstrates the different sounds they can make. The teacher facilitates a brief discussion on what they learned about sound and how they can use their instruments.
Student Activities: Participate actively in discussions about energy and sounds. Close eyes and identify sounds heard in and around the classroom. Describe various sounds as loud/soft, pleasant/unpleasant, natural/artificial. Name different sound-producing instruments shown by the teacher. Make different sounds using their body parts (clapping, stomping, humming, whistling). Work collaboratively in groups to collect materials (if pre-assigned) and construct local shakers and/or drums following the teacher's demonstration. Experiment with their self-made instruments and body parts to produce loud/soft sounds and fast/slow rhythms. Present their instruments and demonstrate the sounds they can make to the class. The teacher should facilitate these questions after key concepts have been introduced and discussed, providing immediate feedback.
Question: Name two different forms of energy you know.
Solution: Light energy Sound energy (Other acceptable answers: Heat energy, Motion energy)
Commentary: This question checks the learner's understanding of the first performance objective, identifying different forms of energy.
Question: Listen carefully: [Teacher makes the sound of a whistle or plays a recording of a market seller calling out goods]. What kind of sound is this, and where might you hear it in Nigeria?
Solution: It is a loud, artificial sound (for whistle) or a loud, artificial/human sound (for market seller). You can hear a whistle at a football match or by a traffic warden. You can hear market sellers in a local Nigerian market.
Commentary: This addresses the second objective, identifying different sounds and connecting them to Nigerian contexts.
Question: Mention two instruments that produce sound that you might see in a Nigerian cultural celebration.
Solution: Talking drum (Gangan)
Sekere (Shaker) (Other acceptable answers: Ogene, Flute)
Commentary: This targets the third objective, naming sound-producing instruments, specifically within a local context.
Question: How can you make a soft sound using your hands without an instrument?
Solution: By clapping your hands gently and lightly.
Commentary: This evaluates the learner's understanding of making different sounds with body parts, linking to objective 5 through practical application.
Question: If you made a local shaker from a plastic bottle and beans, what would you do to make a very loud rattling sound?
Solution: Shake the bottle very fast and with a lot of force.
Commentary: This assesses the learner's ability to manipulate their homemade instrument to produce different sounds, directly addressing objective 5.
Communication and Warning Signals: Learners understand that sounds are vital for communication and safety in Nigeria.
Examples include: Market: Market sellers calling out their goods, buyers haggling, creates a vibrant soundscape for commerce.
Road Safety: Vehicle horns (buses, 'okadas', 'keke Napeps') warn pedestrians and other drivers of their presence, which is crucial for preventing accidents on busy Nigerian roads.
Community: The call to prayer from mosques (Adhan) or the ringing of church bells gather worshippers and mark time, integrating into the community's daily rhythm.
School: Bell for break time, class change, or closing time.
Cultural Heritage and Entertainment: Knowledge of traditional sound-producing instruments (talking drums, sekere, ogene) connects learners to Nigeria's rich cultural heritage. These instruments are integral to festivals, ceremonies (weddings, naming ceremonies), and traditional music. Understanding how sounds are created fosters an appreciation for music and performing arts, which are significant aspects of Nigerian entertainment, from local dance troupes to popular music genres.
Resourcefulness and Practical Skills: Making local instruments from readily available, recycled materials (plastic bottles, tin cans) teaches learners about resourcefulness and practical skills. This reflects the Nigerian spirit of "making do" and innovation with limited resources. It also introduces them to basic engineering principles of cause and effect (vibration equals sound).