Lesson Notes By Weeks and Term v3 - Junior Secondary 3
Resources from living things
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Resources from living things
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Subject: Basic Science
Class: Junior Secondary 3
Term: 2nd Term
Week: 2
Theme: Learning About Our Environment
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identify the resources from living things; name the sources of the se resources; group the resources based on the ir sources; explain the importance of the se resources to self and societal development.
Preparation: Gather visual aids: pictures of various plants (cassava, maize, Iroko tree, cotton plant), animals (cow, chicken, fish, silkworm), and products (garri, timber, cotton fabric, leather shoes, honey). If possible, bring realia: a piece of wood, cotton wool, a small bottle of palm oil, a dried bean pod, a feather, a small piece of leather. Prepare chart papers/whiteboard for listing and grouping. Lesson Introduction (10 minutes)
Teacher Activity: The teacher initiates a brief discussion by asking students to name common items they use daily, wear, or eat. For example, "What did you have for breakfast?" or "What is your school uniform made of?" Student Activity: Students respond, sharing examples like bread, yam, rice, milk, their uniform fabric.
Teacher Activity: The teacher then guides the discussion to the source of these items, leading to the concept of living things (plants and animals) as sources of resources. The teacher clearly states the topic and the learning objectives for the lesson.
Activity 1: Identifying Resources and Their Sources (20 minutes)
Teacher Activity: The teacher displays pictures or realia of various resources one by one (e.g., a picture of a cassava plant, then garri; a picture of a cow, then leather shoes; a piece of cotton fabric). For each, the teacher asks: "What is this?" and "Where does it come from?" Student Activity: Students identify the resource and its source (e.g., "Garri comes from cassava," "Leather shoes come from cow skin," "Cotton fabric comes from the cotton plant").
Teacher Activity: The teacher lists student responses on the board, categorising them under 'Resource' and 'Source'. The teacher introduces and explains further examples of resources from plants (e.g., medicinal plants like Neem, fuel like firewood) and animals (e.g., manure, traction animals).
Activity 2: Grouping Resources (15 minutes)
Teacher Activity: The teacher guides students to observe the list compiled in Activity
1. The teacher introduces the concept of grouping resources into "Plant-based" and "Animal-based." Student Activity: In small groups (or individually), students are tasked to classify the resources listed on the board into two columns: "Resources from Plants" and "Resources from Animals." Teacher Activity: The teacher monitors group work, provides clarification, and then facilitates a whole-class review, ensuring correct classification. The teacher can ask groups to share their classifications.
Activity 3: Explaining Importance of Resources (15 minutes)
Teacher Activity: The teacher initiates a brainstorming session, asking students, "Why are these resources important to us and our country?" The teacher prompts students to think about how these resources affect their daily lives, their families, and the wider Nigerian society (e.g., food, money, shelter, clothing, health).
Student Activity: Students contribute ideas, such as "food gives us energy," "wood builds houses," "cotton makes clothes," "farming provides jobs." Teacher Activity: The teacher elaborates on the students' points, explaining the broader importance across economic, nutritional, health, shelter, clothing, and cultural aspects, using specific Nigerian examples discussed in the 'Key Concepts' section. The teacher ensures students understand the link between these resources and personal/societal development. Lesson Conclusion (5 minutes)
Teacher Activity: The teacher summarises the key points of the lesson, reiterating the types of resources, their sources, and their importance. The teacher asks quick oral questions to check for understanding.
Student Activity: Students answer the oral questions and ask any lingering questions.
Instructions for Teacher: Present these questions to students after completing each relevant activity or at the end of the lesson. Encourage students to attempt them individually or in pairs before reviewing the solutions as a class.
Question 1: Identify two resources obtained from the Neem tree and state their importance.
Worked Solution: Resource 1: Medicinal leaves/bark.
Importance 1: Used in traditional medicine to treat fevers, malaria, and skin conditions. Also, its extract is used in natural pesticides.
Resource 2: Wood/Timber.
Importance 2: Used for construction, furniture, and firewood, providing shelter and energy.
Commentary: This question targets the identification of resources and explaining their importance, directly addressing performance objectives 1 and 4, with a specific Nigerian plant example.
Question 2: Classify the following resources into 'Plant-based' or 'Animal-based': Honey, Yam, Leather, Cotton, Beef, Timber.
Worked Solution: Plant-based: Yam, Cotton, Timber Animal-based: Honey, Leather, Beef
Commentary: This question directly assesses performance objective 3 (grouping resources based on sources) and implicitly tests objective 1 (identifying resources).
Question 3: Name two Nigerian industries that heavily rely on resources from living things and explain how they contribute to societal development.
Worked Solution: Industry 1: Agriculture (e.g., crop farming, animal husbandry, fishing).
Contribution to Societal Development: Provides food security (nourishes the population), creates employment for farmers and related workers, and generates income which can be used to develop other sectors.
Industry 2: Textile Industry (e.g., Aso-Oke weaving, fabric production).
Contribution to Societal Development: Utilizes plant fibres (like cotton) and potentially animal fibres (like wool/silk) to produce clothing, which is a basic human need. It also creates jobs, preserves cultural heritage, and can contribute to export earnings.
Commentary: This question challenges students to link identified resources to real-world industries and articulate their broader importance to societal development, addressing performance objective
4. Plants are fundamental to human survival and provide a wide range of resources.
Food: Source: Food crops (cereals like maize, rice, millet; tubers like yam, cassava, sweet potato; legumes like beans, groundnuts; fruits like mango, orange, banana; vegetables like fluted pumpkin (ugu), spinach, okra).
Explanation: These provide essential nutrients (carbohydrates, proteins, vitamins, minerals) necessary for growth, energy, and maintenance of health. They form the staple diet for most Nigerians. Nigerian
Example: Garri from cassava, jollof rice from rice grains, pounded yam from yam tubers.
Timber/Wood: Source: Hardwood trees (e.g., Iroko, Teak, Mahogany, Mansonia) and softwood trees (e.g., Gmelina, Pine).
Explanation: Wood is used for construction (houses, bridges), furniture making (tables, chairs, beds), tool handles, carving, and as fuel (firewood, charcoal). Nigerian
Example: Iroko wood used for durable furniture and roofing structures.
Medicinal Plants: Source: Various plants with therapeutic properties (e.g., Neem tree (Dogonyaro), Bitter Leaf, Scent Leaf, Aloe Vera, Moringa).
Explanation: Used in traditional medicine for treating various ailments. Modern pharmaceuticals also derive active ingredients from plants. Nigerian
Example: Neem leaves used to treat malaria and fevers, Bitter Leaf for its anti-diabetic and detoxifying properties.
Fibre: Source: Cotton plant, Jute plant, Sisal plant, Raffia palm, Coconut husk.
Explanation: Plant fibres are used to produce textiles (clothing), ropes, mats, bags, brushes, and stuffing materials. Nigerian
Example: Cotton used for local fabrics like Aso-Oke, Raffia for mats and baskets.
Rubber: Source: Rubber tree (Hevea brasiliensis).
Explanation: The latex extracted from the rubber tree is processed to produce natural rubber, used in tyres, footwear, gloves, and other elastic products. Nigerian
Example: Rubber plantations are found in southern Nigeria, contributing to industrial production.
Fuel: Source: Trees and shrubs (firewood), decomposed plant matter (peat, coal over geological time).
Explanation: Firewood and charcoal are primary energy sources for cooking and heating in many rural and urban homes in Nigeria. Nigerian
Example: Firewood collection is a common practice for household cooking in many parts of Nigeria.
Dyes and Pigments: Source: Indigo plant, Camwood (Osun), Henna plant.
Explanation: Used for colouring fabrics, body art, and traditional cosmetics. Nigerian
Example: Indigo dye is used for traditional adire textile production.
Ornamental Plants: Source: Flowers (e.g., Roses, Hibiscus, Ixora), shrubs, and trees cultivated for aesthetic purposes.
Explanation: Used for landscaping, beautifying homes, offices, and public spaces, and for special occasions. Animals also provide a diverse range of resources vital for human needs.
Food: Source: Livestock (cattle, goat, sheep, chicken, pig), fish (tilapia, catfish, mackerel), other seafood (shrimp, crabs), eggs, milk.
Explanation: Provide essential proteins, fats, vitamins, and minerals. Nigerian
Example: Beef from cattle, chicken meat, eggs, fresh fish from rivers and oceans.
Leather/Skins/Hides: Source: Cattle, goats, sheep, crocodiles (where legally sourced).
Explanation: Skins and hides are processed into leather, used for shoes, bags, belts, jackets, and upholstery. Nigerian
Example: Cowhide (ponmo) consumed as food or processed into leather goods in places like Kano.
Wool/Silk: Source: Wool from sheep; Silk from silkworms.
Explanation: Animal fibres used for textiles. Wool provides warmth (sweaters, blankets), while silk is prized for its smoothness and lustre (fine fabrics). Nigerian
Example: While not a major producer, wool products are imported and used, and there's growing interest in local sericulture (silk farming).
Medicinal Products: Source: Certain animal products or extracts (e.g., some animal fats, honey, snail mucin, venom from specific animals for anti-venom production).
Explanation: Used in traditional remedies or modern pharmacology. Nigerian
Example: Honey used in traditional medicine for its antiseptic properties.
Manure: Source: Animal waste/dung (e.g., cow dung, poultry droppings, goat droppings).
Explanation: Used as natural fertiliser to enrich soil fertility in agriculture, promoting crop growth. Nigerian
Example: Farmers commonly use cow dung to fertilise their fields.
Traction/Labour: Source: Work animals like donkeys, oxen, horses.
Explanation: Used for farming (ploughing), transportation of goods, and drawing carts, particularly in rural areas. Nigerian
Example: Donkeys are widely used in northern Nigeria for transporting goods and people.
Ornamental Animals/Pets: Source: Birds (e.g., parrots), fish, some reptiles, dogs, cats.
Explanation: Kept for companionship, aesthetic appeal, or for security.
Sustainable Agriculture and Food Security: Students can relate the importance of plant and animal resources to the concept of food security in Nigeria. Understanding that maize, yam, cassava, and livestock provide staple foods encourages appreciation for farming and sustainable practices. For instance, teachers can discuss how poultry farming provides eggs and meat, contributing to local food supplies and family income. This can be integrated with discussions on local food markets and dietary habits.
Traditional Medicine and Local Industries: The knowledge of medicinal plants (e.g., Neem, Bitter leaf) connects directly to traditional healing practices prevalent in many Nigerian communities. Students can also see how resources like raffia are used in local craft industries (mats, baskets) and how cotton fuels parts of the textile industry (e.g., making adire, kente). This highlights entrepreneurship opportunities and the value of indigenous knowledge. Environmental Conservation and Resource Management: The topic underscores the need for responsible use of resources. For example, excessive logging for timber and firewood leads to deforestation and climate change. Learning about these resources can foster a sense of responsibility towards planting trees (afforestation) and conserving animal populations, connecting to current environmental challenges in Nigeria like desertification in the North and coastal erosion in the South.