Class: Primary One
Term: Second Term
Subject: Basic science and Technology
Curriculum Theme: Basic Technology
Previous Lesson: Mortar and Pestle as a Simple Machine
Topic: Simple Machines – Blender
Content/learning Area: Identifying a blender, Listing uses of a blender
Time Allocation: 40 minutes

Performance Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

1.Identify a blender.
2. List at least two uses of a blender.
3. Explain how a blender helps in the kitchen.

Affective Domain:

1. Show interest in learning about simple machines.2. Appreciate the usefulness of a blender in the kitchen.

Psychomotor Domain:

1. Demonstrate the safe use of a blender (wiht teacher supervision).

Social Domain:

1. Participate actively in class discussions.
2. Work cooperatively with peers during activities.

Reference Materials

9 – Years Basic education Curriculum
Abuja Educational Resource Center Scheme of Work
NAPPS national unified Scheme of Work
Online Details
Relevant Textbooks

Instructional Materials

To deliver this lesson, the teacher will employ the help of the following materials:

Pictures of blenders
A real blender (if available)
Whiteboard or chart paper
Markers

Rationale for the Lesson

Understanding simple machines like blenders is crucial for developing basic technological literacy and provides a foundation for future learning about more complex machines.

Prerequisite/Previous Knowledge

The teacher will start by asking pupils what kitchen appliances they know.

Lesson Content

Simple Machines – Blender

A blender is a kitchen appliance used for various purposes.

Uses of a Blender

A blender is a versatile kitchen appliance with manny applications. The following are some uses of a blender:

Making smoothies from fruits.
Pureeing vegetables for soups or baby food.
Grinding spices (e.g.,cinnamon,nutmeg).
Mixing cake and pancake batters.
Crushing ice.
Making sauces and dressings.
Chopping vegetables for cooking.

How a Blender Works

A blender is a household machine used to mix or crush soft food. It has a container, lid, blade, control switch and motor base. When an adult switches it on, the motor turns the sharp blade quickly and the blade mixes the food in the covered container.

Blenders may be used for fruits, tomatoes and other suitable foods. Pupils must not put a hand, spoon or other object into a blender while it is connected to electricity. Only a responsible adult should operate, unplug or clean it.

Observation Activity

Using an unplugged blender or a clear picture, pupils point to the lid, container, switch and base, then state one use and one safety rule.

Teaching Methods

To deliver this lesson,‌ ⁤the teacher will⁤ adopt⁤ the following methods: Discussion, Question and answer, Show and tell (if a real blender is available)

Instructional Procedures

To deliver this lesson, the teacher will adopt the following steps:

Step 1: Introduction (Set Induction)

Time: 5 minutes
Teaching Skill: Questioning
Teacher’s Activity: Ask pupils what they know about blenders. Show pictures of blenders.
Pupils’ Activity: Respond to teacher’s questions and observe the pictures.

Step 2: Explanation of Key Concepts

Time: 10 minutes
Teaching Skill: Explaining
Teacher’s Activity: Explain what a blender is and its main function.
Pupils’ Activity: Listen attentively and ask questions.

Step 3: Presentation/Guided Practice

Time: 10 minutes
Teaching Skill: Demonstrating
Teacher’s Activity: If possible, demonstrate how a blender works (with safety precautions).
Pupils’ Activity: Observe the demonstration and participate in a discussion about its uses.

Step 4: Independent Practice

Time: 5 minutes
Teaching Skill: Guiding
Teacher’s Activity: Ask pupils to list uses of a blender.
Pupils’ activity: Individually list uses of a blender.

Step 5: Note-Taking

Time: 5 minutes
Teaching Skill: Note-taking
teacher’s Activity: Guide pupils in writing down key points about blenders.Pupils’ Activity: Write down key points in their notebooks.

Step 6: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning
Teacher’s Activity: Ask evaluation questions.
Pupils’ Activity: Answer the evaluation questions.

Objective-aligned checks:

Identify a blender.
List at least two uses of a blender.
Explain how a blender helps in the kitchen.

Step 7: Conclusion

Time: 5 minutes
Teaching Skill: Summarizing
Teacher’s activity: summarize the key points about blenders and their uses, emphasizing the importance of safety when using them.Praise pupils for their participation and encourage them to continue learning about simple machines.
Pupils’ Activity: Listen to the summary and ask any remaining questions.

Lesson Keywords

Blender – A kitchen appliance used for blending, mixing, or pureeing food.
Simple Machine – A basic mechanical device that makes work easier.
Kitchen Appliance – A device designed for use in the kitchen for cooking or food preparation.
Puree – To blend food into a smooth, creamy consistency.
Smoothie – A blended drink made from fruits, vegetables, and liquids.

Lesson Evaluation

To evaluate the learning,the teacher asks pupils to:

What is a blender?
Name two uses of a blender.
Can you think of other ways to use a blender?
How dose a blender make cooking easier?
What safety rules should we follow when using a blender?

Assignment/Homework

List three additional uses of a blender that were not discussed in class.
Draw a picture of a blender and label its parts.
Ask your parents or guardians how they use a blender at home and write down their responses.

Differentiation

For slower learners: provide one-on-one assistance and use simpler language.
For advanced learners: Encourage them to research and present additional uses of a blender.
for visual/auditory/kinesthetic learners: Use visual aids, verbal explanations, and hands-on demonstrations to cater to different learning styles.

note for Teachers

Ensure to emphasize safety precautions when discussing and demonstrating the use of a blender. Encourage pupils to share their personal experiences with blenders to make the lesson more engaging.