Students will be able to mention common parts of the body.
Students will be able to identify make-up materials traditionally used on different parts of the body, such as the face, hands, and legs.
Students will be able to apply simple, safe make-up to beautify parts of the body.
These objectives connect to
Lesson summary
This topic introduces Primary 1 learners to the concept of body make-up within the context of Nigerian customs and traditions. It emphasizes the cultural significance and practical application of traditional body adornment. Understanding body make-up helps learners appreciate cultural diversity, personal grooming, and artistic expression present in their local communities and wider Nigerian society, such as during festivals, ceremonies, and daily life. This knowledge fosters cultural identity and promotes creativity.
Teacher activity
Begin by engaging students in a discussion about how people look beautiful or special for occasions. Ask questions like: "What do people do to look nice for a party or a wedding?" "Have you seen people with drawings on their hands or faces?" Show pictures of people adorned with traditional make-up (e.g., a bride with `laali`, someone with `osun`).
Evaluation guide
Observation: The teacher observes students during the practical activity, noting their ability to identify body parts, handle materials, and apply make-up.
Question and Answer: Oral questions during discussion and guided practice to check understanding of body parts and make-up names.
Participation: Assess active participation in discussions and activities.
Summative Assessment (aligned with provided Evaluation Guide):
Identify three parts of the body where make-up is applied.
Reference guide
Pictures of persons wearing traditional make – up materials e.g. „‟tiro‟‟, „‟tangele‟‟, camwood, „‟ndon‟‟ or Nzu (white chalk), „‟kaya and kwaliya‟‟, „‟Gazar
