This content is just an excerpt from the complete lesson note for Primary Five Second Term Lesson Note For Cultural And Creative Art (CCA). Check the link attached to download the complete lesson note << DOWNLOAD FILE >>
CULTURAL AND CREATIVE ART SECOND TERM E-NOTE
WEEK 1
MODELLING (CLAY) OR PLASTICIZE
PERFORMANCE OBJECTIVES
By the end of the lesson, the pupils should be able to:
- Explain the meaning of clay.
- State the source of clay.
- State the uses of clay.
INSTRUCTIONAL MATERIALS
The teacher will teach the lesson with the aid of:
- Clay
- Mould
- Digging tools
- Paint brush
- Spatula
- Strings
CONTENT OF THE LESSON
MEANING OF CLAY
Clay is a piece of rocks that is soft when it is wet and hard when it is dry. Clay is the finest grained of rock that can be shaped and baked for molding a pot and brick.
SOURCES OF CLAY
Clay is source:
- from bases or rocks,
- near a river,
- Deep in the ground.
USES OF CLAY
Clay is used for the following:
- Modeling
- Building
- Growing
- Ceramic
- Pottery
CLAY PREPARATION
Clay preparation consists of:
- Removal of large stones, roots, etc.
- Crushing of large particles
- Extract its finest grain
- Mixing materials.
MAKING OBJECT WITH CLAY (MODELLING)
- Pot, cup, plate, etc.
- Bricks
- House, garden, etc.
- Book, pen, chair and table, etc.
- Car, bicycle, etc.
- Insect, butterfly, etc.
Strategies& Activities:
- Step1: Teacher revises the previous topic.
- Step2: Teacher introduces the new topic.
- Step3: Teacher explains the new topic.
- Step4: Teacher welcomes pupils’ questions.
- Step5: Teacher evaluates the pupils
Assessment & Evaluation:
- Explain what clay is.
- Give sources of clay.
- Produce objects found in the environment using clay.
- Pupils to produce objects found in the environment using clay.
(WRAP-UP CONCLUSION)
Teacher goes over the topic once again to enhance better understanding
LESSON EVALUATION
- Explain what clay is.
- Give sources of clay.
- Produce objects found in the environment using clay.
- Pupils to produce objects found in the environment using clay.
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