Culture and Examples of Cultural Elements for Primary 1

Class: Primary 1
Term: Third Term
Week: 1
Age: 6 years
Duration: 45 minutes
Subject: Cultural & Creative Arts
Curriculum Theme: Culture and Tradition
Focal competence: Recognising various cultural artworks
Key competencies/values: Critical Thinking; ICT and Digital Competencies
Skills:

• Identifying elements and types of culture

Previous Lesson: Third Term Creative and Cultural Arts Examination
Topic: Culture
Subject Matter: Meaning of culture

Specific Objectives

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

Cognitive Domain

• explain the meaning of culture at Primary 1 level;
• give a familiar example of culture.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Cultural and Creative Arts for Primary 1, Pupil’s Book
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Pictures of different foods (e.g., pounded yam, rice, bread)
• Pictures of traditional dresses (e.g., Ankara, native attire)
• Pictures showing different greetings
• Teacher-made chart showing cultural elements
• Pencils, crayons or colours

Rationale for the Lesson

This lesson introduces young learners to the concept of culture, helping them understand that people have different ways of life. It helps pupils appreciate their own cultural background and respect the diverse cultures of others around them. Understanding culture at this early stage builds a foundation for social cohesion and tolerance.

Prerequisite/Previous Knowledge

Pupils have a basic understanding of their daily activities, such as what they eat, wear, and how they greet people at home and in school.

Lesson Content/Board Summary

Culture

Meaning of Culture

Culture is the way people live. It is how we eat, dress, talk, sing, dance, and greet each other. It is everything that makes a group of people special and different from others.

Examples of Cultural Elements

Some examples of cultural elements are:

1. Food: The types of food people eat (e.g., rice, yam, beans).
2. Dress: The clothes people wear (e.g., traditional attires, uniforms).
3. Language: The way people talk (e.g., English, Yoruba, Hausa, Igbo).
4. Greetings: How people say hello or welcome others.
5. Music: The songs and sounds people enjoy.
6. Dance: The movements people make to music.
7. Customs: Special ways people do things (e.g., how they celebrate, marry).

Respect for Different Cultures

It is good to respect how other people live, even if it is different from our own way. We should be kind to everyone, no matter their culture.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Observation

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating prior knowledge

Teacher’s Activity: The teacher greets the pupils and asks them to mention some things they do every day, like what they eat for breakfast or what clothes they wear to school.

Pupils’ Activity: Pupils respond by mentioning their daily activities and common items.

Learning Point: Daily activities recall

Step 2: Explanation of Culture

Time: 7 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher uses familiar pictures or objects to explain that culture is the way people live. The teacher defines culture simply as “the way we do things” and “our way of life.”

Pupils’ Activity: Pupils observe the pictures and listen attentively to the teacher’s explanation.

Learning Point: Culture’s meaning

Step 3: Discussing Food Culture

Time: 5 minutes

Teaching Skill: Discussion/Observation

Teacher’s Activity: The teacher shows pictures of different foods and asks pupils about their favourite foods and how they are prepared or eaten. The teacher explains that different people eat different foods, and this is part of their culture.

Pupils’ Activity: Pupils mention their favourite foods and discuss how they eat them.

Learning Point: Food as culture

Step 4: Discussing Dress Culture

Time: 5 minutes

Teaching Skill: Discussion/Observation

Teacher’s Activity: The teacher displays pictures of various traditional dresses and asks pupils what clothes they wear for special occasions. The teacher explains that how people dress is also part of their culture.

Pupils’ Activity: Pupils point to dresses they like and talk about what they wear.

Learning Point: Dress as culture

Step 5: Discussing Language and Greetings

Time: 5 minutes

Teaching Skill: Demonstration/Interaction

Teacher’s Activity: The teacher demonstrates different ways of greeting (e.g., shaking hands, bowing) and asks pupils to greet their friends in their native language. The teacher explains that language and greetings are cultural elements.

Pupils’ Activity: Pupils practice greeting each other in different ways and in their local languages.

Learning Point: Language and greetings

Step 6: Discussing Music and Dance

Time: 5 minutes

Teaching Skill: Demonstration/Engagement

Teacher’s Activity: The teacher plays a short cultural music clip and encourages pupils to move to the rhythm. The teacher explains that music and dance are important parts of culture.

Pupils’ Activity: Pupils listen to the music and try to move or clap along.

Learning Point: Music and dance

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What is culture?
2. Mention one example of culture.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Culture understanding

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the essential Board Summary notes about the meaning of culture and its examples into their notebooks.

Pupils’ Activity: Pupils copy the notes carefully into their notebooks.

Learning Point: Board summary copying

Step 9: Conclusion

Time: 4 minutes

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher briefly reinforces the main idea that culture is our way of life and that we should respect everyone’s culture. The teacher praises pupils for their participation.

Pupils’ Activity: Pupils listen and affirm their understanding.

Learning Point: Culture concept reinforced

Continuous Assessment/Further Study

Type: Homework

Instruction: In your drawing book, draw one example of a cultural element you learned today (e.g., your favourite food, a traditional dress, or how you greet your parents).

1. Draw a picture of a cultural food you like.
2. Draw a picture of a traditional dress.
3. Ask your parents to tell you about one custom in your family.

Lesson Keywords

• Culture – The way people live, eat, dress, and talk.
• Way of life – How a group of people usually do things.
• Food – What people eat.
• Dress – What people wear.
• Language – How people speak.
• Music – Songs and sounds.
• Dance – Moving to music.

Differentiation

For weaker learners, the teacher will use more visual aids and simple, repetitive language. They can be asked to only identify pictures of cultural items. For faster learners, the teacher can encourage them to give more examples of cultural elements or describe a custom from their family.

Suggested Lesson Videos

For further understanding, search on YouTube for: Primary 1 Culture and Creative Arts meaning of culture examples

Teacher Guide for Using This Lesson Plan

Teachers should prepare for this lesson by gathering a variety of clear and age-appropriate pictures or real objects representing different cultural elements like food, clothing, and greetings. Begin by relating the concept of culture to the pupils’ everyday lives to make it concrete. Follow the instructional procedures step-by-step, ensuring each cultural element (food, dress, language, music, dance) is discussed with visual aids and interactive activities. Encourage pupils to share examples from their own experiences, fostering a sense of inclusion and respect for diversity. During Step 8, guide pupils to copy the Board Summary notes neatly into their notebooks. Pay attention to common errors where pupils might confuse culture with individual preferences rather than shared group practices. Check for understanding through simple questions throughout the lesson and during the evaluation stage. Provide extra support for weaker learners by simplifying explanations and offering more direct examples, while challenging faster learners with additional questions or drawing tasks. Ensure the classroom environment promotes kindness and respect for all cultures.