Class: Primary 4
Term: 3rd Term
Subject: National Values Education
curriculum Theme: security Education
Previous Lesson: Ways Of Detecting Suspects
Topic: Ways Of Tracking A Suspect
Content/Learning Area: Means of tracking a suspect
Time allocation: 40 minutes

Performance Objectives

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

Cognitive Domain: Mention at least three ways of tracking a suspect.
Affective Domain: Express the importance of helping security officers when someone commits a crime.
Psychomotor Domain: Role-play how to report a suspect to the right authority.
Social Domain: Work in groups to list tracking methods used in their community.

Reference Materials

The following resources were used in planning this lesson:

9 Years basic Education Curriculum
Abuja Educational Resource Center Scheme of Work
NAPPS National Unified Scheme of Work
Online Details from: CyberTracker – Tracking Dangerous Criminals
Relevant Textbooks

Instructional Materials

To deliver this lesson, the teacher will use the following materials:

Posters showing tracking devices
Pictures of suspects being traced
Cardboard showing steps to report a suspect
Short skits and role-play tools
Charts showing tracking processes

Rationale for the Lesson

Understanding how to track a suspect helps pupils stay alert, cooperate with law enforcement, and promote safety in the community.

Prerequisite/Previous Knowledge

Pupils have previously learned about ways to identify strangers and report unsafe behaviours in their habitat.

Lesson content

Ways Of Tracking A Suspect

Tracking a suspect means using smart ways to find someone who has done something wrong. it helps the police catch bad people. Sometimes, when a crime happens, people try to find out who did it. This is called tracking a suspect.

There are different ways to track a suspect. These include:

Asking people questions and writing down answers
Checking where the suspect was last seen
Using cameras to see what happened
Following the footprints or clues left behind
Using a police dog to smell and follow the suspect
Listening to phone calls and checking messages
watching where the suspect goes often
Getting help from neighbours or people around
Using computers and phones to find out locations
Analyzing financial records to identify unusual transactions.
Monitoring social media activity to gather information.
Using informants to provide inside information.

Teaching methods

To deliver this lesson,‌ ⁤the teacher will⁤ adopt⁤ the following methods: Discussion, Lecture, Storytelling, Explanation, Visual Aids, Group Work, Role Play

Instructional Procedures

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

Step 1: Introduction

Time: 5 mins
Teaching Skill: Set Induction
Teacher’s Activity: The teacher tells a short story about a stolen phone and how it was tracked.
Pupils’ Activity: Pupils listen and share their thoughts on how they would find a thief.

Step 2: Meaning of Tracking

Time: 5 mins
Teaching Skill: Explanation
teacher’s Activity: The teacher explains the meaning of tracking a suspect with simple examples.
pupils’ Activity: Pupils listen and ask questions.

Step 3: Ways of Tracking

Time: 10 mins
Teaching Skill: Lecture, Visual Aid
Teacher’s Activity: The teacher displays posters and explains each way of tracking a suspect.Pupils’ Activity: Pupils identify and describe each way shown.

Step 4: Group Work Activity

Time: 5 mins
Teaching Skill: Group Work
Teacher’s Activity: Teacher divides pupils into small groups to list tracking methods they know.
Pupils’ Activity: Pupils work in groups to list tracking methods.

Step 5: Role Play

Time: 5 mins
Teaching Skill: Role Play
Teacher’s Activity: Teacher guides pupils to act out a scene of reporting a suspect to the police.
Pupils’ Activity: Pupils perform the role play.

Step 6: Note-Taking

Time: 3 mins
Teaching Skill: Writing
Teacher’s Activity: Teacher dictates the key points from the lesson.
Pupils’ Activity: Pupils write the notes.

step 7: Evaluation/Review

time: 5 mins
Teaching Skill: Questioning
Teacher’s Activity: Teacher asks questions from the lesson to check understanding.
Pupils’ activity: Pupils answer the questions.

Objective-aligned checks:

Mention at least three ways of tracking a suspect.
Work in groups to list tracking methods used in their community.

Step 8: Conclusion

Time: 2 mins
Teaching Skill: Instructional, Cognitive
Teacher’s Activity: Teacher summarizes the lesson and encourages pupils to always report wrongdoing.
Pupils’ Activity: Pupils listen and respond.

Lesson Keywords

suspect – a person who may have done something wrong
Tracking – following or finding someone
Evidence – clues or things that help prove something
Camera – a tool that records pictures or videos
Police dog – a dog trained to help find people or things

Lesson Evaluation

To evaluate the learning, the teacher asks pupils to:

Explain the meaning of a suspect
Mention three ways of tracking a suspect
Act out how to report a suspect to an adult
Say why tracking suspects is vital
Identify tools used to track a suspect

Assignment/Homework

List five ways to track a suspect in your community.
Write a short paragraph on why it is important to report suspicious activities to the appropriate authorities.
Draw and label three tools used in tracking suspects.

Differentiation

For slower learners: The teacher will group pupils by ability and use pictures and drama to help slower learners.
For advanced learners: Faster learners write and explain the points.
For visual/auditory/kinesthetic learners: Use visual aids, discussions, and role-playing activities to cater to different learning styles.

Note for Teachers

Use real-life and community-based examples. Reinforce the importance of reporting to trusted adults. Encourage pupils to speak clearly and confidently during role play.