People found in the community for Primary 1

Class: Primary 1
Term: First Term
Week: 6
Age: 6 years
Duration: 45 minutes
Subject: Nigerian History
Curriculum Theme: Origins and Peopling
Focal competence: Identifying other ethnic groups in the community and promoting tolerance among ethnic groups
Key competencies/values: Tolerance
Skills:

• Identification of people in the LGA

Previous Lesson: Meaning And Importance Of History History In Daily Life
Topic: Peoples And Places In The Community
Subject Matter: People found in the community

Specific Objectives

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

Cognitive Domain

• Identify some ethnic groups found in their community.
• Mention familiar places in their community.

Affective Domain

• Appreciate the presence of different ethnic groups in the community.
• Show tolerance towards people from other ethnic groups.

Psychomotor Domain

• Point out pictures of different ethnic groups in their community.
• Draw a simple picture of a familiar place in their community.

Social Domain

• Share ideas about living together peacefully with different people.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Pictures of various ethnic groups of people in the community and local government area (e.g., Gbagyi, Koro, Gwandara, Yoruba, Igbo, Hausa).
• Charts of various important places in the community and local government area (e.g., market, school, mosque, church, hospital).
• Video clips of people (ethnic groups) in the community and local government area.
• Verified local photographs, objects or oral accounts.

Rationale for the Lesson

This lesson helps pupils understand who lives around them and the different places that make up their community. It teaches them about the diversity of people, especially different ethnic groups, and encourages them to live together peacefully. This understanding is important for building a harmonious society from a young age.

Prerequisite/Previous Knowledge

Pupils can identify their immediate family members and their homes.

Lesson Content/Board Summary

Peoples And Places In The Community

Meaning of Community

A community is a group of people living together in the same area. It includes all the people and places around us.

Ethnic Groups in the Community (Abuja Municipal Area Council – AMAC)

Many different groups of people live in our community. Some groups are originally from this area, and others have come to live and work here. We must live together in peace.

1. Indigenous Ethnic Groups: These are the people who have lived in this area for a very long time. Examples in FCT Abuja include:
   1. Gbagyi people
   2. Koro people
   3. Gwandara people
2. Other Nigerian Ethnic Groups: Many other people from different parts of Nigeria also live in our community. Examples include:
   1. Yoruba people
   2. Igbo people
   3. Hausa people

Familiar Places in the Community

Our community has many important places where people go to do different things. Examples of familiar places in AMAC include:

1. Schools (where children learn)
2. Markets (where people buy and sell things)
3. Hospitals or Clinics (where sick people get help)
4. Churches and Mosques (places of worship)
5. Police Stations (where police help keep us safe)

How People and Places Help Community Life

All the different people and places in our community work together to make life good for everyone. When people from different ethnic groups live and work together peacefully, the community becomes strong and happy. We must respect everyone, no matter where they come from.

Teaching Methods/Instructional Techniques

Discussion, Explanation, Question and Answer, Demonstration, Observation, Storytelling.

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Storytelling/Engagement

Teacher’s Activity: The teacher greets the pupils and tells a short, simple story about a child exploring their neighbourhood and meeting different people and seeing different places. The teacher then asks pupils what they see on their way to school.

Pupils’ Activity: Pupils listen to the story and share what they see on their way to school.

Learning Point: Community introduction

Step 2: Meaning of Community

Time: 7 minutes

Teaching Skill: Explanation/Questioning

Teacher’s Activity: The teacher explains the meaning of a community using simple language and local examples. “A community is all the people and places around us, like our homes, schools, and markets, and all the people living there.” The teacher shows pictures of a local community scene.

Pupils’ Activity: Pupils listen and identify familiar things in the pictures.

Learning Point: Community meaning

Step 3: Indigenous Ethnic Groups in the Community

Time: 8 minutes

Teaching Skill: Identification/Demonstration

Teacher’s Activity: The teacher introduces the idea that some people are originally from our community. Using pictures, the teacher shows and names some indigenous ethnic groups of FCT, like the Gbagyi, Koro, and Gwandara people. The teacher explains that these groups have lived here for a very long time.

Pupils’ Activity: Pupils observe the pictures and repeat the names of the ethnic groups.

Learning Point: Indigenous FCT groups

Step 4: Other Ethnic Groups in the Community

Time: 7 minutes

Teaching Skill: Identification/Discussion

Teacher’s Activity: The teacher explains that other people from different parts of Nigeria also live and work in our community. The teacher shows pictures of people representing major Nigerian ethnic groups like Yoruba, Igbo, and Hausa, and explains that they all live together in peace.

Pupils’ Activity: Pupils identify the different groups and discuss how they see different people around them.

Learning Point: Other FCT groups

Step 5: Familiar Places in the Community

Time: 6 minutes

Teaching Skill: Observation/Listing

Teacher’s Activity: The teacher shows charts or pictures of familiar places in the community (e.g., school, market, hospital, church, mosque). The teacher asks pupils to name other places they know in their community.

Pupils’ Activity: Pupils name the places shown and mention other places they know.

Learning Point: Community places

Step 6: How People and Places Help Community Life

Time: 5 minutes

Teaching Skill: Explanation/Reinforcement

Teacher’s Activity: The teacher explains how all the different people and places work together and how important it is to live peacefully with everyone, no matter their ethnic group. The teacher stresses the value of tolerance.

Pupils’ Activity: Pupils listen and understand the importance of living together peacefully.

Learning Point: Community harmony importance

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 a community?
2. Name two ethnic groups found in our community.
3. Mention two familiar places in our community.
4. Why is it good for different people to live together peacefully?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Community people identification

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 on “Meaning of Community” and “Ethnic Groups in the Community” into their notebooks.

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

Learning Point: Community notes copying

Step 9: Conclusion

Time: 3 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher briefly reminds pupils that our community is made up of different people and places, and we must always be tolerant and friendly to everyone. The teacher sings a short song about unity.

Pupils’ Activity: Pupils sing along and understand the main message.

Learning Point: Community life reinforcement

Continuous Assessment/Further Study

Type: Homework

Instruction: Draw and colour one familiar place in your community and name it. Also, draw a picture of a Gbagyi person and a Yoruba person living together peacefully.

1. Draw your school and write “My School” below it.
2. Draw a picture showing two children from different ethnic groups playing together.

Lesson Keywords

• Community – A place where people live together.
• People – Individuals who live in a community.
• Ethnic groups – Groups of people who share a common culture, language, or history.
• Tolerance – Being able to accept and respect people who are different from you.
• Abuja – The capital city of Nigeria, where our school is located.
• Gbagyi – One of the indigenous ethnic groups of FCT Abuja.
• Yoruba – A major ethnic group in Nigeria, also found in Abuja.
• Igbo – A major ethnic group in Nigeria, also found in Abuja.
• Hausa – A major ethnic group in Nigeria, also found in Abuja.

Differentiation

For slower learners, the teacher will focus on identifying just two ethnic groups and two familiar places, using more repetition and direct pointing to pictures. Faster learners can be encouraged to name more ethnic groups or places and describe simple ways people from different groups can help each other.

Suggested Lesson Videos

For videos on communities and different people, search on YouTube for: Primary 1 community people Nigeria

Teacher Guide for Using This Lesson Plan

Before the lesson, gather clear pictures or video clips of Gbagyi, Koro, Gwandara, Yoruba, Igbo, and Hausa people, as well as local landmarks like schools, markets, and hospitals in AMAC. Begin by engaging pupils with a simple story to introduce the concept of community. When discussing ethnic groups, simplify explanations for Primary 1, focusing on identification and the core message of peaceful coexistence and tolerance. Ensure pupils understand that “people” in this context refers to different ethnic groups, not just occupations. Guide pupils through identifying the different groups and places using the visual aids. Emphasise the importance of respecting everyone. During the note-taking stage (Step 8), ensure pupils copy the key definitions and examples accurately. Constantly check for understanding through questions and encourage pupils to share their observations respectfully. For weaker learners, provide extra support by pointing to visuals and repeating names. For faster learners, encourage them to think of more examples or simple ways to show tolerance.