Basic Science New Scheme of Work for Lagos Junior Secondary Schools (JSS 1) 2021 Edition

BASIC SCIENCE (BST)

LAGOS STATE SCHEME UNIFIED SCHEMES OF WORK

JUNIOR SECONDARY SCHOOL (JSS 1)

FIRST TERM, SECOND TERM AND THIRD TERM 

 

 

FIRST TERM SCHEME OF WORK

WEEK 1

TOPIC – INTRODUCTION TO SCIENCE 

LEARNING AREA

1. Concept of Science and Scientific Process

2. Science Related and Benefits of Science

3. Applications of Science and Scientific Inventions

 

LEARNING OBJECTIVES 

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

1. explain the concept of science and scientific process.

2. Analyses science related occupations and the benefits of science to mankind.

3. Highlight the applications of science and scientific inventions.

 

LEARNING ACTIVITIES 

1. Students as a class discuss what science is to them and different scientific process.

2. Students in pairs analyze, science related occupations and the benefits of science to human beings.

3. Students in small groups discuss science related activities to man and its environment and skills scientists should possess.

4. A member of each group makes presentations.

 

EMBEDED CORE SKILLS

1. Critical thinking and Problem Solving

2. Creativity and Imagination

3. Communication and Collaboration

4. Leadership and Personal Development

 

LEARNING RESOURCES 

1. Audio Visual Resources – Bulbs, magnets, fruits, painkillers, phone, salt, alum,  flute, watch, cylinder, beakers, reagents, litmus, paper, etc.

2. Charts on Science related occupations

3. Web Resources

Https://www.instructables.com/id/simplest-catapult

https://www.education.com/resources/design/design_your_planet

 

 

WEEK 2

TOPIC – LIVING AND NON LIVING (MATTER) 

LEARNING AREA

1. Classification and States of Matter

2.Characteristics of Living Things (Movement, Respiration, Nutrition, Irritability, Growth, Excretion, Reproduction, Death, Adaptation and Competition)

 

LEARNING OBJECTIVES

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

1. categorize living and non-living things as matter.

2. Classify objects according to the states of matter.

3. enumerate the distinguishing characteristics between living and non- living things.

 

LEARNING ACTIVITIES 

1. Students as a class identify and sort the objects and materials provided into living and non-living things. Students in small groups, classify object into the three states of matter.

2. Students take turn to go round to see the pictures pasted in other to enumerate the characteristics of living things.

 

EMBEDED CORE SKILLS 

1. Critical thinking and Problem Solving

2. Creativity and Imagination

3. Communication and Collaboration

4. Leadership and Personal Development

 

LEARNING RESOURCES 

1. Audio Visual Resources – stones, living plants, Snails, Grasshopper, Earthworm, (Insects or specimens of living things)spoons, tables, paper., bowl, pen, pencil, sand, water, sugar,, pictures of different images of living and non-living things.

2. Web Resources

• https://www.pinterest.com/pin

• www.education.com/livingthings

WEEK 3

TOPIC – LIVING AND NON LIVING THINGS PLANTS AND ANIMALS, MENTAL AND NON MENTAL) 

LEARNING AREA

1. Characteristics and Importance of Plants and Animals

2. Differences between Plants and Animals

3..Classification of Non Living Things into Metals and Non Metals

 

LEARNING OBJECTIVES 

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

1. appraise the characteristics and importance of plants and animals.

2. differentiate between plants and animals.

3. separate objects into metals and non-metals, stating their properties.

 

LEARNING ACTIVITIES 

1. Students as a whole class discussion, generate the characteristics and importance of plants and animals.

2 Students observe the specimen of plants and animals provided (e.g. potted flower, earthworm or snail), as well as the pictures of plants and animals to differentiate between plants and animals.

3. Students in small groups, walk around in the class to view, classify and sort objects into metals and nonmetals and stating their properties.

 

EMBEDED CORE SKILLS 

1. Critical thinking and Problem Solving

2. Creativity and Imagination

3. Communication and Collaboration

4. Leadership and Personal Development

 

LEARNING RESOURCES 

1. Audio Visual Resources

Pictures of different, organisms like goat, sheep, etc. different plants like flowers, maize, mango, live animals like grasshopper, cockroach, housefly, etc. Spoons, Coins, Plastics, Nails, Wood, Jewelry.

2. Web Resources 

• https://www.thoughtco.com/all-about-animal-cells

• https://www.sciencekids.co.nz/animals

• https://www.s-cool.co.uk/properties of metals and non-metals

 

 

WEEK 4

TOPIC – HUMAN DEVELOPMENT (PUBERTY AND ADOLESCENCE) 

LEARNING AREA

1. Puberty and Adolescence

2. Puberty and Adolescent Changes (Physical, Social and Emotional)

3. Menstruation, Menstrual Cycle and Hygiene

4. Coping with Concerns at Adolescence

 

LEARNING OBJECTIVES 

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

1. explain the concept of puberty and adolescence.

2. recognize and explore pubertal changes in boys and girls.

3. propose skills in coping with concerns at puberty.

 

LEARNING ACTIVITIES 

1. Students in a whole class discussion, generates ideas on puberty and adolescence.

2. Students in pairs analyze pubertal changes in boys and girls, and discuss menstrual cycle and hygiene, volunteers share with the larger class what was discussed.

3. Students in small groups role play and design measure to cope with pubertal changes.

 

EMBEDED CORE SKILLS 

1. Critical thinking and Problem Solving

2. Creativity and Imagination

3. Communication and Collaboration

4. Leadership and Personal Development

 

LEARNING RESOURCES 

1. Audio Visual Resources

• Pictures of different stages of child development

• Charts to show people of different ages

• Charts of a boy and a girl showing pubertal change

• Calendar, Sanitary pads/towels/Flip charts, Cardboards

• Puberty Tanner stages visual-Teacher resource

• Downloaded myths and facts about puberty

2. Teacher Resource 

• Anonymous question box.

3. Web Resources 

• https://www.progressiveteacher.in/learning-through-drama

• https://www.classroom.synonym.cc

• youtube: puberty in boys, puberty in girls animation.

• http://bcove.me/a4rcmyjc

• http://bcove.me/1t3d6x2

WEEK 5

TOPIC – FAMILY HEALTH (HYGIENE AND SANITATION) 

LEARNING AREA

1. Personal Cleanliness/Personal Hygiene

2. Environmental Cleanliness (Sanitation) and Methods used for Maintaining Cleanliness

3. Effect of Poor Hygiene and Sanitation

 

LEARNING OBJECTIVES 

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

1. justify the needs/importance of personal and environmental cleanliness.

2. propose ways of maintaining personal and environmental cleanliness.

3. determine the effect of poor hygiene and sanitation on society.

 

LEARNING ACTIVITIES 

1. Students in small groups generate points on the importance of personal and environmental cleanliness.

2. Students in small groups role play, methods of maintaining personal and environmental cleanliness.

3. Students in pairs discuss the effect of poor hygiene and poor sanitation.

 

EMBEDED CORE SKILLS 

1. Critical thinking and Problem Solving

2. Creativity and Imagination

3. Communication and Collaboration

4. Leadership and Personal Development

 

LEARNING RESOURCES 

1. Audio Visual Resources

• Pictures of different people washing, bathing, sweeping, brushing the teeth, cleaning the environment.

• Pictures of different areas showing clean and dirty environments. Sponge, soap, comb, body cream/lotion, tooth brush, tooth paste, broom, mopping sticks, bucket, rake, dust pan etc.

2. Web Resources – https://www.progressiveteacher.in/learning-through-drama.

 

 

WEEK 6

TOPIC – FAMILY HEALTH (NUTRITION) 

LEARNING AREA

1. Nutrition and Food Nutrients

2. Classes of Food, Sources and Functions

3. Balanced/Adequate Diet

 

LEARNING OBJECTIVES 

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

1. relate nutrition and food nutrients to the prevention of diseases.

2. classify food items based on food nutrients and state their functions.

3. plan a three (3) day adequate/balanced diet to maintain good health.

 

LEARNING ACTIVITIES 

1. Students in a whole class discussion define and relate nutrition to maintaining personal health.

2. Students in small groups classify the different food items into the different classes of food.

3. Students draw a 3 day timetable of an adequate diet meal, using their regular home meal.

 

EMBEDED CORE SKILLS 

1. Critical thinking and Problem Solving

2. Creativity and Imagination

3. Communication and Collaboration

4. Leadership and Personal Development

 

LEARNING RESOURCES 

1. Audio Visual Resources – Sample of food, fruits and beverages, etc.

2. Web Resources

• https://www.pedadeschools.net/personal hygiene

• http://www.who.int/environmental sanitation

WEEK 7 – MID TERM TEST 

 

 

WEEK 8

TOPIC – FAMILY ISSUES (DRUGS)

LEARNING AREA 

1. Definition Of Drug, Drug Abuse, Drug Misuse, Drug Addition

2. Sources of Drugs and Commonly Abused Drugs/Substances

3. Effects of Drug abuse/Addiction

 

LEARNING OBJECTIVES 

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

1. explain the meaning of drug, drug abuse and drug addiction

2. Explore the sources and commonly abused drugs.

3. Predict the effects of drug abuse on young people.

 

LEARNING ACTIVITIES 

1. Students as a class discuss energy.

2. Students in pairs explain the meaning of drug, drug misuse, drug addiction and drug abuse.

3. Students in a whole class discussion explore the sources of drugs and commonly abused drugs.

4. Students in small groups discuss the effects of drug abuse on young people.

 

EMBEDDED CORE SKILLS

1. Critical thinking and Problem Solving

2. Communication and Collaboration

3. Creativity and Imagination

4. Leadership and Personal Development

 

LEARNING RESOURCES 

1. Audio Visual Resources – Samples of paracetamol, antibiotics, cough syrup. Charts on drugs and drug abuse

2. Web Resources

• http://www.unf.edu/drugabuse

• http://www.mayoclinic/drug abuse

 

 

WEEK 9 

TOPIC – REPRODUCTIVE SYSTEM (MALE INTERNAL AND EXTERNAL) 

LEARNING AREA

1. Meaning of Male Reproductive System

2. Parts of Male Reproductive System (Internal and External)

3. Benefits of Knowing Male Reproductive System

 

LEARNING OBJECTIVES 

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

1. acknowledge the benefits of knowing about the male reproductive system

2. recognize the parts of the male reproductive system

3. draw/mould and label the internal parts of the Male reproductive system

 

LEARNING ACTIVITIES 

1. Students engage themselves in a discussion on the benefit of knowing about the male reproductive system.

2. Students take turn to go round to see the pasted diagrams of male reproductive systems and and to identify names of organs written on the flash cards and paste on, the unlabelled diagram on the board.

3. Students in small groups draw or mould the male reproductive systems

 

EMBEDDED CORE SKILLS 

1. Critical thinking and Problem Solving

2. Communication and Collaboration

3. Creativity and Imagination

4. Leadership and Personal Development

 

LEARNING RESOURCES 

1. Audio Visual Resources – Charts, pictures /models of internal sex organs of the Male reproductive system.

2. Web Resources

• https://kidshealth.org/teen/interactive/female_it.html,www.kidshealth.com

• http://www.education.ne.gov/reproductive systems

WEEK 10

TOPIC – FEMALE REPRODUCTIVE SYSTEM (INTERNAL AND EXTERNAL) 

LEARNING AREA

1. Meaning of Female Reproductive System

2. Parts of Female Reproductive System (Internal and External)

3. Benefits of Knowing Female Reproductive System

 

LEARNING OBJECTIVES 

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

1. acknowledge the benefits of knowing about the female reproductive systems

2. recognize the parts of the female reproductive system

3. draw/mould and label the internal parts of the female reproductive system.

 

LEARNING ACTIVITIES 

1. Students engage themselves in a discussion on the benefit of knowing about the female reproductive systems.

2. Students take turn to go round to see the pasted diagrams of female reproductive system and to identify names of organs written on the flash cards and paste on the unlabelled diagram on the board.

3. Students in small groups draw or mould the female reproductive systems.

 

EMBEDDED CORE SKILLS 

1. Critical thinking and Problem Solving

2. Communication and Collaboration

3. Creativity and Imagination

4. Leadership and Personal Development

 

LEARNING RESOURCES 

1. Audio Visual Resources – Charts, pictures /models of internal sex organs of the female reproductive system.

2. Web Resources –

• https://kidshealth.org/teen/interactive/female_it

• www.kidshealth.com

• http://www.education.ne.gov/reproductive_systems

 

 

WEEK 11 – REVISION 

WEEK 12 – TERM 1 EXAMINATION – First Term Examination Basic Science Basic 7 (JSS 1)

SECOND TERM SCHEME OF WORK

WEEK 1

TOPIC – ELEMENTS AND SYMBOLS

LEARNING AREA

1. Meaning of Elements and Symbols

2. Symbol of Elements

 

LEARNING OBJECTIVES

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

1. explain the meaning of element

2. relate things around them with elements

3. connect the alphabets to the symbol of elements

4. assign letters of alphabets to symbol of elements

 

LEARNING ACTIVITIES

1. Students as a class discuss element and important of elements to man and its environment.

2. Students in small groups cut out all the small and capital letters of the alphabets.

3. Students in small groups connect all the pictures of animals and other things to the elements (let the Students know that element is the building blocks of matter).

4. Students in small groups use the alphabets to assign symbols to the elements,  (1st to 20 elements).

 

EMBEDDED CORE SKILLS

1. Critical thinking and problem solving

2. creativity and Imagination

3. Communication and Collaboration

4. Leadership and Personal Development

 

LEARNING RESOURCES:

1. Audiovisual Resources 

cardboard, scissors, pictures of the universe, water, paper(carbon), beans, rice, table salt, coin, alphabets, pencil, pen,

2. Web Resources – https://www.study.com/academy/lesson/elements

 

 

WEEK 2

TOPIC – COMPOUNDS

LEARNING AREA 

1. Meaning of Compounds

2. Producing Prototype Compounds

 

LEARNING OBJECTIVES

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

1. explain the meaning of compounds.

2. connect things around them to compounds.

3. produce prototype compounds.

 

LEARNING ACTIVITIES

1. Students as a class discuss compound

2. Students in small groups cut the cardboard into numbers and alphabets.

3. Students in small groups learning the concepts of combining two alphabets and numbers together. e.g. sunlight = sun + light, watermelon = water + melon.

4. Students in pairs use the alphabets to assign symbols to the compounds.

 

EMBEDDED CORE SKILLS

1. Critical thinking and problem solving

2. creativity and Imagination

3. Communication and Collaboration

4. Leadership and Personal Development

 

LEARNING RESOURCES 

1. Audiovisual Resources – Cardboard, scissors, blade, glue, table salt, water, watermelon

2. Web Resources – https://study.com/academy/lesson/compounds

 

LESSON EVALUATION

Teacher asks the students to –

1. explain compound?

2. identify 2 common compounds.

WEEK 3

TOPIC – WATER AND LAND POLLUTION 

LEARNING AREA

1. Meaning of Pollution

2. Types of Pollution (Water and Land)

3. Causes of Water and Land Pollution

4. Experiment and Purification of Water Pollution

 

LEARNING OBJECTIVES

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

1. explain the meaning of pollution.

2. identify the types of pollution.

3. justify the causes of water and land pollution.

4. experiment and purification of polluted water.

 

LEARNING ACTIVITIES 

1. Students as a class discuss pollution.

2. Students as small groups get a tray filled with water, feathers, straws, cotton balls and spoons, small catfishes and oil and the other tray without oil and examine the effects of oil on the objects placed in the tray. Another group of students examine the effect of the objects placed on the tray without oil and compare the two trays.

 

EMBEDDED CORE SKILLS

1. Critical thinking and problem solving

2. creativity and Imagination

3. Communication and Collaboration

4. Leadership and Personal Development

 

LEARNING RESOURCES

1. Audiovisual Resources – Pictures of polluted environment in terms of used bottle, gas flaring, water in the oceans, charcoal, sand, animal charcoal, flood, hurricanes, toilet roll,

2. Web Resources – www.google.com/pollutedenvironment

 

LESSON EVALUATION

Teacher asks pupils to –

1. explain 2 ways of preventing land pollution.

2. identify ways of purifying polluted water.

 

 

WEEK 4

TOPIC – AIR AND NOISE POLLUTION 

LEARNING AREA 

1. Meaning of Air and Noise Pollution

2. Causes of Air and Noise Pollution

3. Effects of Air and Noise Pollution on the Environment

 

LEARNING OBJECTIVES

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

1. explain the meaning of pollution in terms of air and noise.

2. identify the causes of air pollution.

3. dramatislze the effects of pollution on the environment.

 

LEARNING ACTIVITIES 

1. Students as a class discuss air and noise pollution.

2. Students in pairs justify the causes of air and noise pollution to day-to-day activities of man.

3. Students in small use environmental poster available to discuss the effects of pollution.

 

EMBEDDED CORE SKILLS

1. Critical thinking and problem solving

2. creativity and Imagination

3. Communication and Collaboration

4. Leadership and Personal Development

 

LEARNING RESOURCES

1. Audiovisual Resources – Pictures of air, used bottled, clay, plants, water, feathers, straws, cotton balls, spoons, small cat fishes, and oil

2. Web Resources – www.google.com/airandnoisepollution

 

LESSON EVALUATION

Teacher asks students to –

1. Describe air pollution.

2. Enumerate consequences of polluting the surrounding.

WEEK 5

TOPIC – SEXUALLY TRANSMITTED INFECTIONS (STI’s) 

LEARNING AREA 

1. Meaning and Mode of Transmission of STI’s

2. Signs and Symptoms of STI’s

3. Effects of STI’s

4. Behaviours that Put People at Risk of Contracting STI’s

 

LEARNING OBJECTIVES 

1. definition, examples and modes of transmission of STI’s.

2. signs and symptoms of STI’s.

3. effects of STIs and behaviors that put people at risk of contracting STI’s.

 

LEARNING OBJECTIVES

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

1. explain the meaning of STI’s and give examples.

2. propose the modes of transmission and symptoms of STI’s.

3. analyzes the effects and behaviors that put people at risk of STI’s.

 

LEARNING ACTIVITIES

1. Students as a class deliberate on the meaning and examples of sexually transmitted infections.

2. Students in small groups generate ideas on the modes of transmission of STI’s.

3. Students as a class act a play let on the effects of STI’s and behaviors that put people at risk of STI’s.

4. Students in pairs analyses the ways of preventing STI’s.

 

EMBEDDED CORE SKILLS

1. Critical thinking and problem solving

2. creativity and Imagination

3. Communication and Collaboration

4. Leadership and Personal Development

 

LEARNING RESOURCES

1. Audiovisual Resources

• Pictures showing different examples of STI’s

• Charts on modes of transmitting STI’s

• Pictures of person using unsterilized objects

• Mother breastfeeding a child

• Patient with blood transfusions, needles, syringe, razor, etc.

• Charts on way by which HIV is not transmitted, etc.

 

2.Web Resources – 

• http://www.mayoclinic.org/sti

• http://www.who.int/sti

 

LESSON EVALUATION

Teacher asks students to –

1. explain the meaning of STI’s and give examples.

2. highlight 5 causes of STI’s and how to prevent them.

3. propose 5 modes of transmission and their symptoms.

4. analyzes 5 effects of STI’s.

5. list 5 behaviors that put people at risk of STI’s.

 

 

WEEK 6

TOPIC – HIV/AIDS

LEARNING AREA

1. Meaning and Difference Between HIV and AIDS.

2.bModes of Transmission of HIV/AIDS

3. Ways by which HIV/AIDS is not transmitted.

4. How to Prevent HIV/AIDS.

5. Behaviors that put people at risk of HIV/AIDS

 

LEARNING OBJECTIVES

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

1. enumerate the difference between HIV and AIDS.

2. explore the modes of transmission of HIV and symptoms of HIV/AIDS.

3. recognize and appreciate the importance of abstinence and  prevention of STI’s including HIV/AIDS.

 

LEARNING ACTIVITIES

1. Students in groups draw to show modes of transmission of HIV/way by which HIV is not transmitted.

2. Students in small groups act short drama on the behaviors that put people at risk of HIV.

3. Students as a class formulate songs on the topic and present it on the assembly ground.

 

EMBEDDED CORE SKILLS

1. Critical thinking and problem solving

2. creativity and Imagination

3. Communication and Collaboration

4. Leadership and Personal Development

 

LEARNING RESOURCES

1. Audiovisual Resources 

• Modes of transmission of HIV,Charts on ways HIV is not transmitted

• Pictures of person using unsterilized sharp objects

• Mother breastfeeding a child, patient with blood transfusions, needles, syringe, razor, Charts,Posters etc.

 

2. Web Resources

• https://www.progressiveteacher.in/learning-through-drama

• http://www.mayoclinic.org/sti

• http://www.who.int/sti

 

LESSON EVALUATION

Teacher asks pupils to –

1. enumerate 5 difference between HIV and AIDS.

2. state 5 physical symptoms of AIDS?

3. Discuss importance of abstinence from sexually transmitted infections.

4. mention 5 modes of transmission of HIV/AIDS.

5. list 5 symptoms of HIV/AIDS.

6. discuss 5 ways to prevent sexually transmitted infections.

WEEK 7 – MID TERM TEST AND BREAK

 

 

WEEK 8

TOPIC – HIV/AIDS

LEARNING AREA 

1. Counselling and Testing

2. Care and Support for People Living with HlIV/AIDS

3. Myths and Facts about HIV/AIDS

 

LEARNING OBJECTIVES

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

1. compile information on HIV counselling and testing.

2. propagate support for people living with HIV/AIDS (PLWHA).

3. debunk myths and state facts about HIV/AIDS.

 

LEARNING ACTIVITIES

1. Students engage themselves in a class debate on whether Voluntary HIV testing is right or wrong,

2. Students in small groups act short drama on the importance of care and support for people living with HIV.

3. Students write myth and fact statements about HIV/AIDS on flash cards and paste on the board under the headings

4. Students discuss the MYTHS and FACTS about HIV/AIDS.

 

EMBEDDED CORE SKILLS

1. Critical thinking and problem solving

2. creativity and Imagination

3. Communication and Collaboration

4. Leadership and Personal Development

 

LEARNING RESOURCES

1. Audiovisual Resources

• Chart/pictures of People Living with HIV/AIDS

• Pictures of care and support group

• Cardboards, scissors, cello tape, masking tapes, glue, flip chart papers, etc.

 

2. Web Resources

• https://www.progressiveteacher.in/learning-through-drama

• http://www.mayoclinic.org/sti

• http://www.who.int/sti

• http://www.aidsinfo.nih.gov/hiv

 

LESSON EVALUATION

Teacher asks students to –

1. state 2 ways of counselling an HIV/AIDS patient.

2. enumerate 2 myths and facts about HIV/AIDS.

3. compile information on HIV/AIDS counselling and testing.

4. propagate 5 support for people living with HIV/AIDS (PLWHA).

 

 

WEEK 9

TOPIC – ENERGY 

LEARNING AREA 

1. Meaning and Unit of Energy

2. Sources of Energy

3. Forms of Energy

4. Conversion to Energy

 

LEARNING OBJECTIVES 

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

1. explain the meaning of energy.

2. mention the sources of energy.

3. outline forms of energy.

4. recognize examples of energy conversion.

 

LEARNING ACTIVITIES

1. Students in small groups discuss energy.

2. Students as a class connect battery, copper wire, sodden iron, and sodden resistor together and generate electricity.

3. Students in small groups connect the speaker, battery, resistors, copper wire together to generate sound.

 

EMBEDDED CORE SKILLS

1. Critical thinking and problem solving

2. creativity and Imagination

3. Communication and Collaboration

4. Leadership and Personal Development

 

LEARNING RESOURCES

1. Audiovisual Resources 

Copper wire, solder iron, solder, battery, speaker, electric bells, solar panel, copper wire, resistor, and led bulb, etc.

 

2. Web Resources 

• www.google.com

• https://www.instructable.com/energy

 

LESSON EVALUATION

Teacher asks pupils to –

1. explain the meaning of energy.

2. mention 5 sources of energy.

3. outline 5 forms of energy.

4. recognize examples of energy conversion.

5. distinguish sources and forms of energy.

6. state unit of measuring energy.

WEEK 10

TOPIC – AIR 

LEARNING AREA 

1. Meaning of Air

2. Components of Air

3. Importance (Uses) of Air

 

LEARNING OBJECTIVES 

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

1. Explain the meaning of air.

2. List the components of air.

3. Justify the usefulness of components of air.

 

LEARNING ACTIVITIES

1. Students as a class discuss air.

2. Students in small groups analyze the importance of air to mankind.

 

EMBEDDED CORE SKILLS

1. Critical thinking and problem solving

2. Creativity and Imagination

3. Communication and Collaboration

4. Leadership and Personal Development

 

LEARNING RESOURCES

1. Audiovisual Resources – Pictures of air, used bottled, clay, plants, water, feathers, straws, cotton balls, spoons, small cat, fishes, and oil.

2. Web Resources – www.google.com/airandnoisepollution

 

LESSON EVALUATION

1. Justify air being a mixture.

2. Highlight percentage by volume of any 2 constituents of air.

 

 

WEEK 11 – Revision

WEEK 12 – Second Term Examination

THIRD TERM SCHEME OF WORK

WEEK 1

Revision of Second Term’s Works

WEEK 2

TOPIC – RENEWABLE AND NON RENEWABLE ENERGY 

LEARNING AREA 

1. Meaning of Renewable and Non renewable Energy

2. Examples of Renewable and Non Renewable Energy

 

LEARNING OBJECTIVES

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

1. explain the meaning of renewable and non-renewable energy.

2. point out the examples of both renewable and non-renewable energy.

3. distinguish between renewable and non-renewable energy.

 

LEARNING ACTIVITIES

1. Students as a class discuss renewable energy and non-renewable energy.

2. Students in small groups demonstrate how energy is produced from water and battery using the following steps below:

• the students connect the plastic spoons to the round cut plywood using hot glue.

• they connect the design made above to the rotor and connect copper wire to the back of the rotor.

• they use the flowing water to hit the spoons in an anticlockwise direction. Finally connect the wire to the led bulb to generate electricity.

• generating electricity from the battery using copper wire, bulb, and resistor.

 

EMBEDDED CORE SKILLS

1. Critical thinking and problem solving

2. Creativity and Imagination

3. Communication and Collaboration

4. Leadership and Personal Development

 

LEARNING RESOURCES

1. Audiovisual Resources – Plywood, rotor, copper wire, led bulb, solder wire, solder, lead, water, spoons, solar panel, battery, etc.

2. Web Resources – https://www.instructable.com

 

LESSON EVALUATION 

Teacher asks students to –

1. differentiate renewable and non-renewable sources of energy.

2. discuss importance of renewable sources of energy to the society.

WEEK 3

TOPIC – HUMAN REPRODUCTION

LEARNING AREA 

1. Menstruation and Menstrual Hygiene

2. Ovulation and signs of Ovulation

3. Fertilization and Conception

 

LEARNING OBJECTIVES

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

1. relate the concept of menstruation, menstrual hygiene, ovulation, fertilization and conception.

2. interpreted Ovulation and Ovulation signs

3. explain the concept of fertilization and conception.

 

LEARNING ACTIVITIES

1. Students as a class discuss Menstruation, Menstrual Hygiene, ovulation and conception.

2. Students in small groups identify and predict ovulation signs.

3. Students in pairs relate fertilization to Conception.

 

EMBEDDED CORE SKILLS

1. Critical thinking and problem solving

2. Creativity and Imagination

3. Communication and Collaboration

4. Leadership and Personal Development

 

LEARNING RESOURCES

1. Audio-Resources – Sanitary pad/towel tampons, calendar, Charts on the internal reproductive parts of the female, diagram to show, menstruation, fertilization and conception.

2. Web Resources 

• https://www.webmd.com

• https://www.livescience.com

LESSON EVALUATION 

1. distinguish between fertilization and menstruation.

2. discuss roles of ovulation in fertilization and menstruation

3. explain the concept of menstruation, menstrual hygiene, ovulation, fertilization and conception.

4. interpreted Ovulation and Ovulation signs.

5. explain the concept of fertilization and conception.

WEEK 4

TOPIC – HUMAN REPRODUCTION 

LESSON AREAS

1. Symptoms of Pregnancy

2. Growth of the fetus (Stages from conception to birth)

3. Consequences of Teenage Pregnancy

4. Where to Find Help?

 

LEARNING OBJECTIVES

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

1. detect the symptoms of pregnancy

2. draw to show the growth of human fetus

3. do a role play to reflect the consequences of teenage pregnant?

 

LEARNING ACTIVITIES

1. Students as a class discuss and generate the symptoms of pregnancy

2. Students in small groups draw to show the different stages of growth and development of the human fetus, from conception to delivery.

3. Students act a role play on the consequences of teenage pregnancy.

 

EMBEDDED CORE SKILLS

1. Critical thinking and Problem Solving

2. Creativity and Imagination

3. Communication and Collaboration

4. Leadership and Personal Development

 

LEARNING RESOURCES

1. Audiovisual Resources – Chart/pictures of stages of development of the fetus from conception to birth.

2 – Web Resources 

• www.google.com

• https://www.webmd.com

• https://www.livescience.com

 

LESSON EVALUATION

Teacher asks students to –

1. state 5 symptoms of pregnancy

2. draw to show the growth of human fetus.

3. list 5 consequences of teenage pregnant?

4. highlight stages of fetus growth and development, state the duration.

WEEK 5

TOPIC – FORCE 

LEARNING AREA

1. Meaning and Types of Force

2. Force Classification

 

LEARNING OBJECTIVES

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

1. explain the meaning of force.

2. experiment different types of forces.

3. classify different types of force.

 

LEARNING ACTIVITIES

1. Students as a class discuss force.

2. Students in small groups attach different loads to the spring and measure the height of the load with the spring.

3. Students in small groups another set of students are to bring north pole magnet to the south pole magnet, also place one of the magnet to the other object like plastic or plate etc. and record their observation.

4. Students in small groups classify different types of force.

5. Students as a class watch video clips on force or pictures on force.

 

EMBEDDED CORE SKILLS

1. Critical thinking and Problem Solving

2. Creativity and Imagination

3. Communication and Collaboration

4. Leadership and Personal Development

 

LEARNING RESOURCES

1. Audiovisual Resources – Video clips on force, friction, electric force, gravitational force, magnetic force.

2. Web Resources 

• https://www.instructables.com/applyforce

• www.youtube.com/force.

 

LESSON EVALUATION

Teacher asks students to –

1. explain the meaning of force.

2. differentiate between types of force.

3. state the types of force with examples.

4. experiment different types of forces.

WEEK 6

TOPIC – CALCULATION OF GRAVITATIONAL FORCES 

LEARNING AREA

1. Meaning and Types of Fraction

2. Effects of Force on the Body

3. Advantages and Disadvantages of Fractions

 

LEARNING OBJECTIVES

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

1. calculate the work done on the objects.

2. balance up two or more forces.

3. illustrate the effects of a force on a body.

4. mention the advantages and disadvantages of friction.

 

LEARNING ACTIVITIES

1. Students in small groups set up the spring balance by resort stand and attach it to the biuret holder. They attach different loads to the spring.

2. Students measure the different heights after adding different loads to the spring (h). They tabulate the mass corresponding to the height they got. The information got, they use it to calculate the work done using Mph.

3. Students in small discuss advantages and disadvantages of friction.

EMBEDDED CORE SKILLS

1. Critical thinking and Problem Solving

2. Creativity and Imagination

3. Communication and Collaboration

4. Leadership and Personal Development

 

LEARNING RESOURCES

1. Audiovisual Resources – Resort stand, spring, load of different sizes, pivot, meter rule, thread, load of different sizes, stiff plier, oil. Lubricating oil,

2. Web Resources – https://instructables.com/effectsofforce.

 

LESSON EVALUATION

Teacher asks students to –

1. state the effects of force on a body.

2. identify 2 advantages of friction.

3. mention 2 disadvantages of friction.

WEEK 7 – MID TERM TEST AND BREAK

WEEK 8

TOPIC – EARTH IN SPACE 

LEARNING AREA

LEARNING OBJECTIVES

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

1. explain the meaning of earth in space.

2. justify the importance of earth in space.

 

LEARNING ACTIVITIES

1. Students as a class discuss earth in space.

2. Students in pairs analyze the usefulness of earth in space to mankind.

3. Students as a class watch video clip on earth in space.

 

EMBEDDED CORE SKILLS

1. Critical thinking and Problem Solving

2. Creativity and Imagination

3. Communication and Collaboration

4. Leadership and Personal Development

 

LEARNING RESOURCES

1. Audiovisual Resources – Pictures of sun, earth, star, astronaut, satellite, paper, scissors, used of bottles.

2. Web Resources 

• https://www.instructables.com/astronaut

• https://www.khan.academy

 

LESSON EVALUATION

Identify effects of movement of earth in space.

Distinguish revolution and rotation of earth.

WEEK 9

TOPIC – GRAVITATION AND WEIGHTLESSNESS 

LEARNING AREA

1. Meaning of Gravitation and Weightlessness

2. Effects of Gravitational Pull

 

LEARNING OBJECTIVES

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

1. explain the meaning of gravitational pull and weightlessness.

2. outline the effects of the gravitational pull.

3. describe the effect of gravitation pull on stone, feather, and book.

 

LEARNING ACTIVITIES

1. Students as a class discuss gravitation and weightlessness.

2. Students in pairs justify the effects of gravitational pull to falling objects.

3. Students in small groups demonstrate how gravitational force or pull affect objects such as

stone, feather, and book by dropping them at the top of a building at the same time.

4. Students in small groups go online to learn more on gravitational pull and present it to the class.

 

EMBEDDED CORE SKILLS 

1. Critical thinking and Problem Solving

2. Creativity and Imagination

3. Communication and Collaboration

4. Leadership and Personal Development

 

LEARNING RESOURCES

1. Audiovisual Resources – Pictures of weightlessness objects, pictures of the earth, planet, moon, solar system bowl, etc.

2. Web Resources – water, etcwww.encantata.com

 

LESSON EVALUATION

1. differentiate between gravitational pull and weightlessness.

2. outline 2 effects of the gravitational pull.

3. describe 2 effect of gravitation pull on stone, feather, and book.

4. highlight forces which makes an object weightless in space.

5. differentiate gravitation and weightlessness.

WEEK 10

TOPIC – SOLAR SYSTEM 

LEARNING AREA

1. Meaning and Types of Planet

2. Importance of Planet

 

LEARNING OBJECTIVES

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

1. explain the meaning of planets.

2. mention types of planets.

3. outline the important of planets.

 

LEARNING ACTIVITIES

1. Students as a class discuss planets.

2. Students in small groups justify the important of planets to mankind.

3. Students in small groups go on this site – www.education.com/planets, learn about different types of planets and present it to the class.

 

LEARNING RESOURCES

1. Audiovisual Resources

• Pictures of sky, moon, stars, components of the universe

• Cardboard, small bill, paints and paint brushes

2. Web Resources – www.education.com/planets

 

EMBEDDED CORE SKILLS 

1. Critical thinking and Problem Solving

2. Creativity and Imagination

3. Communication and Collaboration

4. Leadership and Personal Development

 

LESSON EVALUATION

1. enumerate the nine planets in sequence.

2. mention other celestial bodies in the solar system.

WEEK 11 – Revision

WEEK 12 – Third Term Examination