Types of culture material and non-material for Primary 1

Class: Primary 1
Term: Second Term
Week: 8
Age: 6 years
Duration: 45 minutes
Subject: Social and Citizenship Studies
Curriculum Theme: Culture and Identity
Focal competence: Respecting and tolerating their peers from different cultures
Key competencies/values: Communication; Respect
Skills:

• Identifying material and nonmaterial types of culture

Previous Lesson: Culture and Its Components
Topic: Culture: Material And Non-Material Culture
Subject Matter: Types of culture

Specific Objectives

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

Cognitive Domain

• identify material culture;
• identify non-material culture;
• distinguish material from non-material culture;
• list types of culture;

Affective Domain

• appreciate the different aspects of culture;
• show willingness to learn about various cultural expressions.

Psychomotor Domain

• classify familiar examples as material or nonmaterial 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
• Social and Citizenship Studies for Primary 1, Pupil’s Book
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Objects of material culture (e.g., a small piece of traditional cloth, a toy hoe, a drawing of a house)
• Relevant pictures or scenario cards showing examples of material and non-material culture (e.g., people greeting, singing, dancing, wearing traditional attire)
• Chart paper for class discussion

Rationale for the Lesson

This lesson helps Primary 1 pupils understand that culture is made up of both things we can see and touch, and things we do and believe. Learning this distinction helps them better understand their own culture and appreciate the cultures of others around them. It lays a foundation for respecting diversity and promoting tolerance.

Prerequisite/Previous Knowledge

Pupils are familiar with their community and some basic things people do in their homes and schools.

Lesson Content/Board Summary

Culture: Material And Non-Material Culture

Types of Culture

Culture is everything that makes a group of people special. It includes the things they make and the ways they behave.

There are two main types of culture:

1. Material Culture
2. Non-Material Culture

Material Culture

Material culture refers to the physical objects that people create and use. These are things we can see, touch, and hold.

Examples of material culture include:

1. Clothing (e.g., traditional attire)
2. Tools (e.g., farming tools, cooking utensils)
3. Artworks (e.g., sculptures, paintings)
4. Houses (e.g., traditional mud houses, modern buildings)
5. Instruments (e.g., musical instruments like drums, flutes)

Non-Material Culture

Non-material culture refers to the ideas, beliefs, values, and customs of a group of people. These are things we cannot see or touch, but they guide how people live and interact.

Examples of non-material culture include:

1. Language (the words people speak)
2. Songs (music and melodies)
3. Beliefs (what people think is true)
4. Greetings (how people say hello and show respect)
5. Customs (traditional ways of doing things)
6. Values (what people think is important or good)

Distinguishing Material and Non-Material Culture

It is important to know the difference between things we can touch (material) and ideas or actions we cannot touch (non-material).

Here are some examples:

1. A traditional drum is material culture, but the song played on it is non-material culture.
2. A school uniform is material culture, but the rule to wear it is non-material culture.
3. A cooking pot is material culture, but the recipe used to cook with it is non-material culture.
4. A church building is material culture, but the prayers said inside are non-material culture.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Question and Answer, Explanation, Observation, Group Work, Practical Activity

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Recalling/Engaging

Teacher’s Activity: The teacher greets the pupils and asks them to mention some things they do at home or school that are special to their family or community. The teacher then introduces the topic: “Today, we will learn about the different types of culture.”

Pupils’ Activity: Pupils respond to the teacher’s questions and listen attentively to the introduction.

Learning Point: Introduction to culture

Step 2: Exploring Types of Culture

Time: 7 minutes

Teaching Skill: Explaining/Illustrating

Teacher’s Activity: The teacher explains that culture is everything that makes a group of people special, including things they make and things they do. The teacher then tells them that culture can be divided into two types: material and non-material.

Pupils’ Activity: Pupils listen and try to understand the basic idea of culture and its two types.

Learning Point: Two types of culture

Step 3: Understanding Material Culture

Time: 7 minutes

Teaching Skill: Demonstrating/Identifying

Teacher’s Activity: The teacher displays various physical objects (e.g., a piece of traditional cloth, a toy hoe, a picture of a house) and explains that these are examples of material culture because they can be seen and touched. The teacher asks pupils to identify other material things in the classroom.

Pupils’ Activity: Pupils observe the objects, identify them as material culture, and suggest other examples.

Learning Point: Material culture examples

Step 4: Understanding Non-Material Culture

Time: 7 minutes

Teaching Skill: Explaining/Discussing

Teacher’s Activity: The teacher explains non-material culture using examples like greetings, songs, or beliefs. The teacher asks pupils to demonstrate a local greeting or sing a simple song, explaining that these are things we do, not things we can hold.

Pupils’ Activity: Pupils listen, participate in demonstrating greetings or singing, and understand that these are non-material aspects of culture.

Learning Point: Non-material culture examples

Step 5: Distinguishing Between Material and Non-Material Culture

Time: 6 minutes

Teaching Skill: Comparing/Contrasting

Teacher’s Activity: The teacher uses simple examples to highlight the difference. For instance, “Is a drum something you can touch? Yes, so it’s material. Is a song something you can touch? No, so it’s non-material.” The teacher encourages pupils to give their own simple comparisons.

Pupils’ Activity: Pupils participate in comparing examples and state whether they are material or non-material.

Learning Point: Difference in culture types

Step 6: Activity: Sorting Examples

Time: 5 minutes

Teaching Skill: Guided Practice/Application

Teacher’s Activity: The teacher displays various pictures or scenario cards (e.g., a traditional pot, people dancing, a language book, someone praying). The teacher asks pupils to come forward and sort them into two groups: “Material Culture” and “Non-Material Culture” on the chart paper.

Pupils’ Activity: Pupils actively participate in sorting the examples into the correct categories.

Learning Point: Classifying culture examples

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 are the two types of culture we learned today?
2. Give one example of material culture.
3. Give one example of non-material culture.
4. Is a traditional dance material or non-material culture?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Culture type 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 types of culture, material culture, and non-material culture into their notebooks.

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

Learning Point: Notes on culture types

Step 9: Conclusion

Time: 2 minutes

Teaching Skill: Summarising

Teacher’s Activity: The teacher briefly reminds pupils that culture is all around us, both in the things we see and touch, and in the ways we think and behave. The teacher encourages them to observe these aspects in their daily lives.

Pupils’ Activity: Pupils listen and internalise the main points of the lesson.

Learning Point: Understanding culture types

Continuous Assessment/Further Study

Type: Homework

Instruction: Draw two columns in your notebook. In the first column, list three things from your home that are examples of material culture. In the second column, list three things your family does that are examples of non-material culture (e.g., how you greet elders, a special song you sing).

1. Material Culture:
2. Non-Material Culture:

Lesson Keywords

• Culture – Everything that makes a group of people special.
• Material Culture – Physical objects people create and use.
• Non-Material Culture – Ideas, beliefs, values, and customs of people.
• Customs – Traditional ways of doing things.
• Greetings – Ways people say hello and show respect.

Differentiation

For weaker learners, provide more concrete examples and visual aids, focusing on identifying just one example for each type of culture. For faster learners, encourage them to think of more complex examples or explain why certain items fit into one category over the other, promoting deeper understanding.

Suggested Lesson Videos

For further understanding, search on YouTube for: material and non material culture for kids primary 1

Teacher Guide for Using This Lesson Plan

Before the lesson, gather diverse real-life examples or clear pictures of both material (e.g., clothing, tools, artwork) and non-material culture (e.g., people greeting, singing, dancing, traditional stories). Begin by engaging pupils with familiar aspects of their own culture. Systematically introduce material culture with tangible objects, allowing pupils to touch and describe them. Follow with non-material culture, using role-play or simple demonstrations of actions like greetings or songs. Emphasise the distinction between “things you can touch” and “things you do or believe.” Use the sorting activity to reinforce understanding and check for common misconceptions. Pupils should copy the Board Summary notes after the main teaching points have been covered and clarified. Ensure all pupils participate in the evaluation questions to gauge their grasp of the concepts.