Ministry of Education Lagos state Government. JSS1 National Values Education Scheme of Work.Unified NVE Scheme of Work for JSS ONE.
1ST TERM NATIONAL VALUES EDUCATION JSS 1
WEEK: 1
Subject: CIVIC EDUCATION
TOPIC: National values
▪ Meaning
▪ Types
▪ Levels of Manifestation of values
LEARNING OBJECTIVE:
Students should be able to
1. Explain the term national values
2. List the types of national values
3. Analyze at least 3 levels of manifestation of values in the society and their application.
LEARNING ACTIVITIES:
i. Students as a class discuss what the term value means to them
ii. Students are divided into small groups, each group represents a value
iii. Each of the groups explain the Importance of their value to society
EMBEDDED CORE SKILLS:
-Communication and Collaboration
– Critical thinking and problem solving
-Leadership and personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
1. A copy of the Nigeria constitution
2. Chart showing different levels of manifestations of values is the society
WEB RESOURCES:
SITE LINK:
VIDEO LINK:
WEEK: 1
Subject: SOCIAL STUDIES
TOPIC: Meaning of social studies
– Importance of social studies
– Scope of social studies
– History and development of social studies
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to
– Discuss social studies
– Enumerate the importance of social studies
– Arrange the scope of social studies
– Identify the development and history of social studies
LEARNING ACTIVITIES:
-Students as a class take a gallery walk round the school environment to view and
-Discuss the things they can see in their environment.
-Students as a class discuss on the importance of social studies.
EMBEDDED CORE SKILLS:
-Communication and Collaboration
– Citizenship
– Critical thinking & problem solving
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
A Chart showing the scope of social studies
WEB RESOURCES
SITE LINK
https://classhall.com/lesson/the-meaning-and-scope-of-social-studies-education/
VIDEO LINK
https://m.youtube.com/watch?v=J7a3vBcWJZ0
WEEK: 1
Subject: SECURITY EDUCATION
TOPIC: Introduction to security education
LEARNING OBJECTIVE:
Students should be able to
– Discuss the need for security education.
– Identify some crimes in the community.
– Outline some common areas of crime in their locality.
– Generate reasons for security education.
LEARNING ACTIVITIES:
– Students as a class discuss the need for security education
– Students in pairs identify some crimes in their locality
– Students in small groups discuss reasons for security education
EMBEDDED CORE SKILLS:
– Communication and Collaboration
– Critical thinking & problem solving
– Leadership & personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Posters on common crimes.
WEB RESOURCES:
SITE LINK
njss”>https://www.sosan.org.ng>njss
https://www.expertsecuritytips.com
WEEK: 2
Subject: CIVIC EDUCATION
TOPIC: National values
- Importance of national value and factors that promote values
LEARNING OBJECTIVE:
Students should be able to
:
- Analyze and discuss the importance of national values
- List the factors that promote national value system
- Explain how these factors promote national values in our society
LEARNING ACTIVITIES:
i. Students as a class discuss the importance of national values
ii. Students in small groups highlight the factors that promotes national values
iii. Students in their small groups discuss how these factors promotes national values in the society
EMBEDDED CORE SKILLS:
– Communicative and collaborative skills
– Critical thinking and problem solving skills
– Leadership and personal development skills
– Citizenship
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
– Chart showing moral instructions
– Chart showing factors that promotes values
WEB RESOURCES
SITE LINK
VIDEO LINK
WEEK: 2
Subject: SOCIAL STUDIES
TOPIC: Social environment
– Meaning of a family.
– Social group and primary group.
– Family as a social group
– Roles and responsibility of a family
LEARNING OBJECTIVE:
By the end of the lesson, the student should be able to
1. Present a social environment
2. Identify a primary group.
3. Describe family as a social group.
4. Itemize roles and responsibility of a family
LEARNING ACTIVITIES:
-Student in small groups present a role play on the responsibility of a father in a family.
– Student as a discuss on family as a social and primary group.
-Students in pairs highlight the roles and responsibilities of a family
EMBEDDED CORE SKILLS:
– Leadership & personal development
– Communication & Collaboration
-Citizenship
-Creativity and imagination
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
A chart showing family members
SITE LINK
https://www.thoughtco.com/primary-and-secondary-relationships-3026463
https://www.pubs.ext.vt.edu/350/350-093/350-093.html
https://www.pubs.ext.vt.edu/350/350-093/350-093.htm
VIDEO LINK.
https://study.com/academy/lesson/what-is-family-definition-characteristics-types.html
WEEK: 2
Subject: SECURITY EDUCATION
TOPIC: Common crime
LEARNING OBJECTIVE:
Students should be able to
– Explain common crime
– Discuss the effects of crimes on the society and individual
– Criticize and argue on the causes of common crimes
– Identify examples of common crimes in the society.
LEARNING ACTIVITIES:
-Students as a class discuss on the meaning /effects of common crimes in the society
-Students in small groups debate on the causes of common crimes
-Students in pairs identify examples of common crimes in the society
EMBEDDED CORE SKILLS:
-Communication and collaboration
– Leadership and personal development
-Critical thinking and problem solving
-Citizenship
LEARNING RESOURCES: AUDIO VISUAL RESOURCES;
– Posters showing criminal activities
– Student
WEB RESOURCES:
SITE LINK:
https://www.globalyouthjustice.org
WEEK: 3
Subject: CIVIC EDUCATION
TOPIC: National values
Honesty and dishonesty
▪ Meaning
▪ attributes
▪ Benefits
▪ Consequences
LEARNING OBJECTIVE:
Students should be able to
i. Explain the terms (a) honesty (b) dishonesty.
ii. Analyze the benefits of honesty.
iii. Highlight the attributes of dishonesty
iv. Identify and evaluate the consequences of dishonesty.
LEARNING ACTIVITIES:
i. students as a class discuss the term honesty and dishonesty
ii. Students in pairs discuss the benefits of honesty consequences of dishonesty
iii. Students in small groups discuss the attributes of dishonesty and the consequences of dishonesty
For further studies students should visit the under listed site link.
EMBEDDED CORE SKILLS:
-Communication and collaborative
-Leadership and personal development skills
– Critical thinking and problem solving
– Digital literacy
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
– Plague or certificate of honor for honesty
WEB RESOURCES:
VIDEO LINK
https://youtube.com/IDDXZd9fa5Q
SITE LINK
WEEK: 3
Subject: SOCIAL STUDIES
TOPIC: Family as the basic unit of the society
I. Characteristics of a large and small family size
II. Consequences of a large family size on the individual and the community
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to
I. Enumerate the characteristics of a large and a small family size
II. Distinguished between a large family size and a small family size.
III. Analyze the consequences of large family size on an individual and the economy
LEARNING ACTIVITIES:
1. Students as a class brainstorm on the characteristics of a large and small family size
2. Students in small groups discuss the difference between a large family and a small family
3. Students in pairs analyze the consequences of large family size on an individual and the economy
EMBEDDED CORE SKILLS:
– Communication & Collaboration
– Leadership & personal development
-Critical thinking and problem solving
– Citizenship
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
A chart showing the different family sizes. 1. Large family size
Small family size
WEB RESOURCES
SITE LINK
https://classhall.com/lesson/characteristics-of-large-and-small-family-sizes/
VIDEO LINK
https://m.youtube.com/watch?v=wY2WId91n28
https://m.youtube.com/watch?v=5pmpQmrrTdI
WEEK: 3
Subject: SECURITY EDUCATION
TOPIC: Common crime falsehood and theft
LEARNING OBJECTIVE:
By the end of the lesson, student should be able to:
I. Differentiate between falsehood and theft
II. Justify the comparison between falsehood and theft
III. Identity the effects of falsehood and theft
LEARNING ACTIVITIES:
i. Students as a class discuss the differences between falsehood and theft
ii. Students in small groups identify and give reasons to justify the comparison between falsehood and theft
iii. Student in pairs identify the effects of falsehood and theft
EMBEDDED CORE SKILLS:
– Critical thinking and problem solving
-Communication and collaboration
-Leadership and personal development
LEARNING RESOURCES:
https://www.thefreedictionary.com
https://researchspace.auckland.ac.nz
WEEK: 4
Subject: CIVIC EDUCATION
TOPIC: National values cooperation
▪ Meaning
▪ attributes
LEARNING OBJECTIVE:
Student should be able to:
i. analyze and discuss the term cooperation
ii. Identify and evaluate the attributes of cooperation
iii. Discuss the importance of cooperation in the society
LEARNING ACTIVITIES:
i. Students as a class brainstorm on what the meaning of cooperation
ii. Students in small groups identify the attribute of cooperation in the society using their group as case study
iii. Students in pairs discuss the importance of cooperation in the society
EMBEDDED CORE SKILLS:
-Communication and Collaboration
-Critical thinking and problem solving
-Studentship and personal development
-Citizenship
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES:
Chart showing communal efforts of people in the society
WEB RESOURCES:
VIDEO LINK
SITE LINK
WEEK: 4
Subject: SOCIAL STUDIES
TOPIC: Culture and social values
– Meaning of culture
-Components of culture
– Characteristics of culture
LEARNING OBJECTIVE:
By the end of the lesson the students should be able to:
i. Relate the interaction between culture and social values.
ii. Itemize the components of culture
iii. State the characteristics of culture.
LEARNING ACTIVITIES:
Students as a class brainstorm on some of the cultural festivals in our community: e.g. Eyo festival Igunnu, the Egungun festivals, the new yam festivals. The Onus Oshogbo shrine festival
EMBEDDED CORE SKILLS:
-Citizenship
– Communication & Collaboration
– Creative & Imagination
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES:
A chart showing traditional cultural display
WEB RESOURCES:
SITE LINK
http://nideffer.net/classes/GCT_RPI_S14/readings/Chap8CharacteristicsofCulture.htm
VIDEO LINK
https://m.youtube.com/watch?v=mqulTDCz1Jw
WEEK: 4
Subject: SECURITY EDUCATION
TOPIC: COMMON CRIMES:
● Rape
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to
i. Explain the term rape cases of rape act in the society
ii. Discuss the punishment/consequences that follows the act of rape by any individual that violate the law in a society
iii. Highlight possible solutions to curtain rape act in the society
iv. Identify various organizations that fight against the act of rape
LEARNING ACTIVITIES:
● Students as class are guided to discuss the term rape / causes of rape act in the society
● Students in small groups are guided to discuss the punishment/consequences of rape act by an individual in a society
● Students in pair highlight possible solution to curtain rape / various agencies that fight against act of rape in the society
EMBEDDED CORE SKILLS:
● Communication and collaboration
● Critical thinking and problem solving
● Leadership and personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES;
● Chart showing various punishment and consequences of rape act by any individual that violates the law
● Chart showing various organization that fight against rape act in the society
WEEK: 5
Subject: CIVIC EDUCATION
TOPIC: National values
▪ Factors that promote cooperation
▪ Trust, setting goals together
▪ Benefits of cooperation
LEARNING OBJECTIVE:
Students should be able to
i. Evaluate the factors that promote cooperation
ii. Explain the term trust and goal settings
iii. Analyze the benefits of cooperation
LEARNING ACTIVITIES:
i. Students in small groups discuss the factors that promote cooperation
ii. Students as a class discuss the term trust and goal setting
i. Students in small groups present a play showing the benefits of cooperation in the society
EMBEDDED CORE SKILLS:
– Communication and collaboration
-Critical thinking and problem solving
– Creativity and imagination
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Chart showing teamwork amongst the people of the society
WEB RESOURCES:
SITE LINK
VIDEO LINK
WEEK: 5
Subject: SOCIAL STUDIES
TOPIC: Culture and social values
i. Cultural similarities in Nigeria
ii. Difference in Nigeria
iii. Shared norms and values in Nigeria.
LEARNING OBJECTIVE:
By the end of the lesson the students should be able to
i. Identify the cultural similarities in Nigeria
ii. Describe the cultural differences in Nigeria.
iii. Discuss the shared norms and values in the Nigeria communities
LEARNING ACTIVITIES:
● Students as a class identify and discuss the cultural similarities in Nigeria
● Students in pairs describe the cultural differences in Nigeria
● Students in small groups present a role play on the shared norms and values in the society
For further studies students should visit the under listed site link
https://classhall.com/lesson/cultural-similarities-in-nigeria/
EMBEDDED CORE SKILLS:
-Communication and collaboration
-Citizenship
– Leadership &Personal development
-Creativity and imagination
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
A chart showing people dressed in their cultural costumes
WEB RESOURCES:
SITE LINK
https://classhall.com/lesson/cultural-similarities-in-nigeria/
VIDEO LINK
https://m.youtube.com/watch?v=pLEW3FNSv_g
WEEK: 5
Subject: SECURITY EDUCATION
TOPIC: COMMON CRIME: Murder
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to
i. Explain the act / causes of murder
ii. Discuss some measures in curtaining murder acts in the society
iii. Highlight the consequences of murder acts in the society
LEARNING ACTIVITIES:
-Students as a class are guided on the meaning and causes of murder
-Students in small groups are guided to discuss various measure that has been laid down to curtain murder acts in the society
-Students in pairs are guided to highlight the consequences of murder acts in the society
EMBEDDED CORE SKILLS:
-Communication and collaboration
-Critical thinking and problem solving
-Creativity and imagination
-Leadership and personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-picture of a murdered person
Picture of weapons
WEB RESOURCES:
SITE LINK
– https://www.mirror.com.uk>murder
– https://www.encyclopedia.com>law
– https://www.theequrdian.com
WEEK: 6
Subject: CIVIC EDUCATION
TOPIC: National values
Self-reliance
▪ Meaning
▪ attributes
LEARNING OBJECTIVE:
Students should be able to
i. Analyze and discuss the term self-reliance
ii. . Evaluate the attributes of self-reliance
iii. Explain the important of self-reliance to individuals in the society
LEARNING ACTIVITIES:
i. Students as a class discuss the term self-reliance
ii. Students in pairs highlight the attributes of self-reliance
i. Students in small groups explain the importance of self-reliance to individual in the society
EMBEDDED CORE SKILLS:
– Communication and collaboration
– Critical thinking and problem solving
– Leadership and personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES:
Pictorial representation of artisans and skill acquisition programs
WEB RESOURCES:
VIDEO LINK
SITE LINK
WEEK: 6
Subject: SOCIAL STUDIES
TOPIC: Socialization
i. Meaning of socialization
ii. Agents of socialization
iii. Importance of socialization
iv. Effects of socialization on the community
LEARNING OBJECTIVE:
Students should be able to
i. Discuss socialization
ii. Enumerate the agents of socialization
iii. Highlight the importance of socialization
iv. Describe the effects of socialization on the community
LEARNING ACTIVITIES:
● Students as a class brainstorm on the meaning / agents of socialization
● Students in pairs highlight the importance of socialization
● Students in small groups identify and discuss the effects of socialization on the community
EMBEDDED CORE SKILLS:
– Critical thinking and problem solving
– Communication & Collaboration
– Leadership & personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES:
A chart showing the agents of socialization.
SITE LINK
https://www.thoughtco.com/socialization-in-sociology-4104466
VIDEO LINK
https://m.youtube.com/watch?v=wDLvafU-hE0
WEEK: 6
Subject: SECURITY EDUCATION
TOPIC:
COMMON CRIME:
Cultism
LEARNING OBJECTIVE:
By the end of the student should be able to
i. Meaning of cultism
ii. Examine the activities of the cultists
iii. Identify some of the causes of cultism
iv. Discuss the consequences of being a cultist
LEARNING ACTIVITIES:
● Students as a class discuss the meaning / activities of cultism
● Students in small groups debate on causes of cultism
● Students in pairs highlight the consequences of cultism
EMBEDDED CORE SKILLS:
-Communication and Collaboration
– Critical thinking and problem solving
– Leadership and personal development
-Citizenship
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES:
Picture/ video showing secret cult.
WEB RESOURCES:
SITE LINK
fullt”>https://files.eric.ed.gov>fullt
WEEK: 7
TOPIC:
LEARNING OBJECTIVE: MID TERM TEST
LEARNING ACTIVITIES: MID TERM TEST
WEEK: 8
Subject: CIVIC EDUCATION
TOPIC: National values
Self-reliance
▪ Benefits
▪ Importance
LEARNING OBJECTIVE:
Students should be able to
i. Discuss self-reliance as a value
ii. Analyze benefits of self-reliance
iii. Identify the importance of self- reliance
LEARNING ACTIVITIES:
i. Students as a class discuss why self-reliance is a value
ii. Students in small groups present a play on self-reliance
i. students in pairs highlight the importance of self-reliance from the play they have presented
EMBEDDED CORE SKILLS:
– Communication and collaboration
– Creativity and Imagination
-Critical thinking and problem solving
-Leadership and personal development
LEARNING RESOURCES:
AUDI VISUAL RESOURCES:
Pictorial representation of artisans and skill acquisition program
WEB RESOURCES:
VIDEO LINK
SITE LINK
WEEK: 8
Subject: SOCIAL STUDIES
TOPIC: Friendship
1. Meaning of friendship
2. Types of friendship
3. Factors that determine the choice of friendship
LEARNING OBJECTIVE:
By the end of the lesson the students should be able
i. Describe friendship
ii. Highlight the types of friendship
iii. Describe the factor that determine the choice of friendship
LEARNING ACTIVITIES:
● Students as a class discuss the meaning/types of friendship
● Students in small groups present a role play on the factors that determine the choice of friendship
EMBEDDED CORE SKILLS:
– Communication & Collaboration skills
– Leadership & personal development
-Citizenship
-Creativity and imagination
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
A display picture of the people standing together with a smile.
WEB RESOURCES
SITE LINK
https://en.m.wikipedia.org/wiki/Friendship
VIDEO LINK
https://m.youtube.com/watch?v=fvsvuJiyXic
WEEK: 8
Subject: SECURITY EDUCATION
TOPIC:
COMMON CRIME:
Advance fee fraud (419) and embezzlement
LEARNING OBJECTIVE:
The end of the lesson the students should be able to
i. Critically assess the various means of fraud
ii. Compare and differentiate various fraudulent activities in the society
LEARNING ACTIVITIES:
● Students as a class discuss on the advance fee fraud (419) and embezzlement/ various means of fraud
● Students in small groups compare and differentiate various fraudulent activities in the society
● Students in pairs highlight ways we can manage fraudulent activities
EMBEDDED CORE SKILLS:
-Leadership and Personal skill
– Creativity and Imaginative skills
-Communication and Collaboration
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES:
A chart showing various fraudulent act
WEB RESOURCES:
VIDEO LINK
SITE LINK
https://stonebridgebp.com/library
WEEK: 9
Subject: CIVIC EDUCATION
TOPIC: Natural talents
▪ Process of identifying natural talents
▪ How to nurture identified talents
LEARNING OBJECTIVE:
Students should be able to
i. Explain the meaning of natural talents
ii. Analyze the methods of discovering natural talents
iii. Highlight and evaluate how natural talents can be identified
LEARNING ACTIVITIES:
i. students as a class discuss the term natural talents
ii. Students in small groups list and analyze methods of discovering natural talents
iii. Students in pairs highlight ways to identify natural talents
EMBEDDED CORE SKILLS:
– Communication and collaboration
– Critical thinking and problem solving
– Leadership and personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Pictorial representation of talented people e.g. try Bello the photographer
WEB RESOURCES:
SITE LINK
VIDEO LINK
WEEK: 9
Subject: SOCIAL STUDIES
TOPIC: Qualities and behavior that enhances friendship
i. Positive and negative peer pressure
ii. Ways of improving friendship
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to
i. Identify the qualities and behaviors that enhances friendship
ii. Enumerate the positive peer pressure
iii. Highlight some negative peer pressure
iv. Distinguish between positive and negative peer pleasure
LEARNING ACTIVITIES:
● Students as a class identify and discuss the qualities/ behaviors enhances friendship
● Students in small groups present a role play on the difference between negative and positive peer pressure
● Students in pairs highlight ways of improving friendship
EMBEDDED CORE SKILLS:
– Leadership & personal development
– Communication & Collaboration
– Citizenship
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
A chart showing the qualities of friendship.
WEB RESOURCES:
SITE LINK
https://www.lifeoptimizer.org/2008/08/29/build-stronger-friendships/
VIDEO LINK
https://m.youtube.com/watch?v=ye1FyI88aA4
https://m.youtube.com/watch?v=XsEV1S5S-VI
WEEK: 9
Subject: SECURITY EDUCATION
TOPIC:
COMMON CRIME: Drug abuse
LEARNING OBJECTIVE:
By the end of the lesson, learners should be able to:
● Explain the meaning drug abuse
● Highlight examples of drugs that are abused.
● Describe the effects of drug abuse
● Differentiate between good drugs and bad drugs
LEARNING ACTIVITIES:
● Students as a class discuss the meaning / examples of Drug Abuse
● Students in pairs describe effects of drug abuse.
● Students in small groups discuss the differences between good drugs and bad drugs
For further studies students should visit the under listed site link
EMBEDDED CORE SKILLS:
● Communication and Collaboration
● Critical thinking and problem solving
● Citizenship
● Leadership and personal development
● Digital literacy
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Chart showing various examples of drugs
Pictures chart showing various types of medicines in a pharmacy.
WEB RESOURCES:
SITE LINK
WEEK: 10
Subject: CIVIC EDUCATION
TOPIC: Natural talents
▪ Consequences of wasted talents and underdeveloped skills
▪ effects of underdeveloped skills
LEARNING OBJECTIVE:
Students should be able to:
i. Highlight the consequences and effects of underdeveloped skills.
ii. Analyze the consequences and effects of underdeveloped skills.
iii. Discuss how to avoid wasting your talents
LEARNING ACTIVITIES:
I. Students as a class discuss the effect of underdeveloped skill
II. Students in pairs discuss ways to avoid wasting talents
For further studies students should visit the under listed site link.
EMBEDDED CORE SKILLS:
– Communication and collaboration
– Critical thinking and problem solving
– Leadership and personal development
-Digital Literary
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Pictorial representation of talented people who did not nurture their talents and consequences they faced
WEB RESOURCES:
SITE LINK
VIDEO LINK
WEEK: 10
Subject: SOCIAL STUDIES
TOPIC: common crimes
– Causes
– Effects
LEARNING OBJECTIVE:
By the end of the lesson, the students should be able to:
1. Identity different crimes
2. Enumerate the cause of common crimes in the society
3. Outline the effect of common crime on the society
4. Discuss the measures that kick against common crimes
LEARNING ACTIVITIES:
● Students as class discuss and identify various types/ causes of common crimes in our society
● Students in pairs outline the effect of common crimes
● Students in small group compose a song to say no to common crimes and discuss measures that kick against common crimes
EMBEDDED CORE SKILLS:
-Leadership & personal development
-Communication & Collaboration
-Creativity and imagination
-Citizenship
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES:
A chart showing different common crimes
WEB RESOURCES:
SITE LINK
https://www.thoughtco.com/common-criminal-offenses-970823
VIDEO LINK
https://m.youtube.com/watch?v=Y62ExbHI4Yk
WEEK: 10
Subject: SECURITY EDUCATION
TOPIC: Common crimes: Examination malpractices
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
1. Explain the term examination malpractice
2. Identify and examine the causes of examination malpractices
3. Describe the consequences of examination malpractice
4. Argue and analyses solutions to examination malpractices demonstrate the ways they have identified
LEARNING ACTIVITIES:
1. Students as a class brainstorm on the meaning of examination malpractices
2. Students in small groups are guided to present a role play on several of type’s examination malpractices and reasons why students engage in examination malpractice
3. Students in pairs discuss on what examination malpractice victims suffers and ways to reduce the act of examination malpractices among students.
EMBEDDED CORE SKILLS:
-Critical thinking and problem solving
-Communication and collaboration
-Creativity and imagination
-Leadership and personal development
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES:
Charts showing various consequences of involving in examination malpractices.
WEB RESOURCES:
SITE LINK
WEEK: 11
Subject:
TOPIC: Revision
WEEK: 12 & 13
Subject:
TOPIC: Examination
Ministry of Education Lagos state Government. JSS1 National Values Education Scheme of Work.Unified NVE Scheme of Work for JSS ONE.
2ND TERM NATIONAL VALUE EDUCATION SCHEME OF WORK JSS 1
| WEEKS | THEME | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES | ||||
| 1 | CIVIC EDUCATION | Revision of last term’s work/citizenship education | By the end of the lesson, students should be able to: Define citizenship education Highlight and discuss the importance of citizenship education Discuss who a citizen is | i. Students, as a class, discuss past topics amongst themselves ii. Students, in pairs, discuss citizenship education | – Critical thinking & problem solving -Collaboration & Communication – Student leadership and Personal Development | AUDIO VISUAL RESOURCES All resources used in previous term WEB RESOURCES: SITE LINK https://www.eachingcitizenship.org.uk VIDEO LINK https://youtu.be/wY9rp-kKL | ||||
| SOCIAL STUDIES | Resumption test / revision of first terms work | Evaluation of first terms work / treating of examination past questions | Expose students to evaluation of first terms work/treating of past question | – Collaboration and Communication – Critical Thinking and Problem Solving | Test book scheme of work note book | |||||
| 2 | CIVIC EDUCATION | Citizenship education: Process of becoming a citizen of a country Differences between place of birth and place of origin | By the end of the lesson, the students should be able to: i. Analyze the process of becoming a citizen ii. List and explain the types of citizens we have iii. differentiate between place of birth and place of origin | i. Students as a class discuss the process of becoming a citizen ii. Students, in pairs, highlight types of citizenship iii. Students, in small groups, discuss and differentiate between place of birth and place of origin for further studies students should visit the under listed link https:..en.mwikipedia.org/Nigerian_nationality_law | Communication and collaboration Critical Thinking and Problem Solving Student Leadership and Personal Development Digital literacy | AUDIO VISUAL RESOURCES A copy of birth certificate WEB RESOURCES VIDEO LINK https://youtu.be/LNmFhmfLs6 SITE LINK https://en.mwikipwedia.org/nigerian_naionality_law | ||||
| SOCIAL STUDIES | Our roles in promoting safety in our environment/community Need for safety in our environment Safety measure at home, some and working place Safety guidelines for pedestrian, cyclist and motorist | By the end of the lesson student should be able to: Identify the need for safety in our environment Enumerate the measures that could be taken at home school, and working place for safety purpose Outline the safety guidelines for the pedestrian, the cyclist and the motorist in our society | Student, as a class, discuss the need for safety in our society Students, in small groups, discuss measures taken to ensure safety in the society Students, in pairs, identify various safety guidelines for pedestrians, cyclist, motorist, etc in the society | Communication and Collaboration Critical Thinking and Problem Solving Student Leadership and Personal Development Digital literacy | AUDIO VISUALS RESOURCES A Chart showing different traffic signs and signals SITE LINK https://www.safewise.com/blog8-simple-ways-make-neighbourhood-safer-place/ VIDEO LINK https://m.youtube.com/watch?v=hrKY9kMTHtU | |||||
| SECURITY EDUCATION | Common Crime: Sales of banned and contained foods | By the end of the lesson, students should be able to: Explain the meaning of banned and contaminated food Highlight reasons for banned and contaminated foods and ways to identify banned contaminated food Discuss the effects of banned and contaminated food on the people | Students, as a class, discuss the meaning of banned and contaminated foods Students, in pairs highlight reasons / ways to identify banned contaminated foods Students, in small groups, discuss the effects of banned contaminated food | Communication and Collaboration Critical Thinking and Problem Solving Student Leadership and Personal Development | AUDIO VISUAL RESOURCES Posters https://www.l.health.gov.auhttps://www.foodsafety.com.aihttps://pressbook-dev.oer.hawali.edu/humannutrition/chapter/the-causes-of-food-contamenation/ | |||||
| 3 | CIVIC EDUCATION | Rights and duties of citizen i. Definition of rights and duties | By the end of the lesson, students should be able to: i. Identify and analyze the rights of citizens ii. Analyze the duties of citizens iii. Differentiate between rights and duties | i. Students, as a class, brainstorm on the rights of citizens ii. Students, in small groups, discuss the duties of citizens iii. Students, in pairs, discuss the difference between rights and duties | Communication and Collaboration Critical Thinking and Problem Solving Student Leadership and Personal Development | AUDIO VISUAL RESOIRCES: A copy of the Nigerian constitution WEB RESOURCE: SITE LINK I. https://nigerianscholars.com VIDEO LINK I. https://youtu.be/a2-QL59pVRo | ||||
| SOCIAL STUDIES | Safety clubs as an agents of socialization Structure and process of forming and safety club in schools The roles of road safety club in the socialization of youth | By the end of the lesson, the students should be able to: Describe the structure and process of forming road safety clubs in schools Identify the roles of road safety in the society Discuss the roles of road safety clubs in the socialization of the youth in the school | Students, as a class, describe the structure and process of road safety clubs in schools Students, in small groups, present a role play by mimicking the roles of road safety official in the society Students in pairs, identify roles of road safety clubs in the socialization of youths in the school | Student leadership and Personal Development Communication and Collaboration | AUDIO VISUALS RESOURCES Pictorial chart on road safety at work Web resource Road safety week org. 2 uncatego .. SITE LINK https://classhall.com/lesson/the-rples-of-road-safety-club-in-the-sociaization-of-youths/ | |||||
| SECURITY EDUCATION | Common Crime: Dealing in fake drugs | By the end of the lesson, student should be able to: combine their ideas to bring out a good definition of fake drugs compare and contrast fake drugs and original drugs relate their experiences on fake use of drugs predict the effects of fake drugs examine how to identify fake drugs | Students as a class, were divided into small and interactive group of 5,8 or 10 to: – Discuss and explain fake drugs | – Collaboration and communication – Critical Thinking and Problem Solving | AUDIO VISUAL RESOURCES: Flash card showing some benefits of national security WEB RESOURCES www.C2lide.com >advantages-Qand-disadvantages https://youtu.be/ 14imx9mepoe | |||||
| 4 | CIVIC EDUCATION | Citizen’s rights and duties Importance of rights and duties of citizens | By the end of the lesson, students should be able to: i. Analyze the importance of citizens carrying out their civic rights ii. Analyze the importance of citizen carrying out their civic rights iii. Highlight the importance of these rights and duties to the society | i. Students, as a class, discuss the importance of civic rights ii. Students in pairs, discuss the importance of civic duties iii. Students, in small groups, discuss and relate the importance of these duties and rights to the society | – Collaboration and communication – Critical Thinking and Problem Solving – Leadership and personal Development | AUDIO VISUAL RESOURCES Sample of tax card WEB RESOURCES https://nigerianscholar.com VIDEO RESOURCES: https://youtu.be/a2-QL59pVRo | ||||
| SOCIAL STUDIES | Common social problems in Nigeria Causes of the social problem Effect of the social problems Ways of solving the social problems | By the end of the lesson, the student should be able to: Enumerate the social problems in Nigeria Identify the causes of the social problems on the society Discuss ways of solving the social problems in Nigeria | Students, as a class discuss the social problems in Nigeria | Communication and Collaboration Citizenship Student leadership and Personal Development | AUDIO VISUAL RESOURCES A Chart – showing the different social problems in Nigeria SITE LINK https://ecin.org.ng/2016/01/29/social-problems-nigeria-top10/ VIDEO LINK https://m.yoube.com/watch?v=B3MapTvM7M8 | |||||
| SECURITY EDUCATION | Common Crimes: Thuggery | By the end of the lesson, the student should be able to: Discover the right definition of thuggery using their own words Critically analyse the activities of thuggery Identify the menace of thuggery in the society Suggest possible ways out and to stop thuggery | Students in small groups, perform these task Collaborate and brainstorm on the meaning of “thuggery” Display in a playlet how thugs behave and their physical appearance In a group debate, argue the effects of thuggery Dialogue on solution to the act of thuggery | Digital literacy Collaboration and Communication Critical Thinking and Problem Solving | AUDIO VISUAL RESOURCES Poster SITE LINK https://dictationary.cambridge.org/amp/english/thuggery https://wwww.research.net https://youtube/axfattvshops | |||||
| 5 | CIVIC EDUCATION | Citizen’s rights and duties Types of rights of a citizen i.e. political right, social right | By the end of the lesson, students should be able to: i. identify and evaluate the types of rights of a citizen ii. highlight and analyze the types of rights of a citizen iii. differentiate between political rights and social rights | i. Students, as a class, discuss the types of citizen rights ii. Students, in small groups, discuss and examine political and social rights iii. Students, in pairs, differentiate between political and social rights | – Critical thinking and problem solving – Communication and collaboration – Creativity and imagination | Audio Visual Resources Flex Showing Different Forms Of Negative Behaviours In Class E.G. Spiteful, Domineering Etc WEB RESOURCES SITE LINK https://www.concise.ng /2019/02/14/cultism-in- Nigeria VIDEO LINK https://www.youtube.com/ watch?v=b4y7dxbkscc | ||||
| SOCIAL STUDIES | Contemporary social problems in Nigeria Impact of the contemporary problems on the national development Ways of solving the contemporary social problems | By the end of the lesson, the student should be able to: – identify the contemporary social problems in Nigeria – recognize the impact of the contemporary problems on the national development – analyze the measures taken by the government to solve the contemporary problems in Nigeria | Students as a class, discuss the contemporary problems in Nigeria | Citizenship Critical Thinking and Problems Solving | AUDIO VISUAL RESOURCES: A chart containing the itemized contemporary problems in Nigeria SITE LINK https://www.mcser.org/journal/index.php/jesr/article/view/154 VIDEO LINK https://YOUTUBE.COM/WATCH?V=3Z9Vm4OlxOm | |||||
| SECURITY EDUCATION | Common Crime: Gang | By the end of the lesson, students should be able to: Collaboratively define gang Comment on the effects of bad gang in the society Identify factors that encourage creation of gangs in the society or institutions | Students, in small groups, do these: Formulate a definition for gang after discussionEach group to present a list of gang after discussionDialogue on a common reason why people join gangs Organize a debate on possible ways to discourage people from bad gangs | Collaboration and CommunicationCritical Thinking and Problem Solving Student leadership and Personal development | AUDIO VISUAL RESOURCES: Picture of a murdered person Picture of weapons SITE LINK https://www.mirror.com.uk>murder https://www.encyclopedia.com>law VIDEO LINK https:/youtube/grjxnfbdfu https://youtube/mu38qdkmitk hhtps://youtu.be/minlphfzvr4 | |||||
| 6 | CIVIC EDUCATION | Citizen’s rights and duties Economic rights Cultural rights | By the end of the lesson, students should be able to: i. Discuss economic rights ii. identify the types of economic rights of a citizen iii. Identify and discuss cultural rights | i. Students, as a class, discuss what economic rights are ii. Students, in pairs, identify the types of economic rights we have iii. Students, in small groups, discuss cultural rights | – Critical Thinking and Problem Solving – Collaboration and Communication – Student leadership and Personal Development | AUDIO VISUAL RESOURCES: A copy of the Nigerian constitution WEB RESOURCES: SITE LINK https://sur.conectas.org/en/social-economic-cultural-rights-civilpolitical-rights/ VIDEO LINK https://www.youtube. DDj4pKT-Ukg | ||||
| SOCIAL STUDIES | Abstinence (1) Meaning of sexual abstinence How student can stay abstinent Reasons for abstinence from sexual intercourse | By the end of the lesson, the students should be able to: Discuss sexual abstinence Describe how to stay abstinent Itemize the reasons for abstaining from sexual intercourse | Small group role played by composing a Song on sexual abstinence to justify reason from abstaining from sexual intercourse | Student leadership and Personal Development Critical Thinking and Problem Solving Communication and Collaboration | AUDIO VISUALS RESOURCES Cart showing different reason to stay abstinent SITE LINK https:/kidshealth.org/en/teens/absiunenace.html VIDEO LINK https://m.youtube.com/watch?v=wdC2IWuyBC4 | |||||
| SECURITY EDUCATION | Causes and effects of murder and rape | By the end of the lesson, students should be able to: – differentiate between falsehood and theft or identify their similarities – Explore the possible causes of falsehood and theft in the society – Examine the effects and consequences of falsehood and theft on the people and society | Students, in small groups, to: Formulate a meaning for falsehood by brainstorming on a playlet on theft – Present a debate to differentiate between falsehood and theft Dialogue in groups befoe making falsehood and theft – demonstrate in a playlet some effects of falsehood and theft on people and society | Creativity and imagination Collaboration and Communication Digital literacy | WEB RESOURCES https://researchspace.auckland.acnz https://study.om>academy>crime conditions/kleptomania/symptoms-causes/syc-20364732 | |||||
| 7 | MID TERM TEST | MID TERM BREAK | MID TERM BREAK | MID TERM TEST | ||||||
| 8 | CIVIC EDUCATION | Obligation Meaning Ways of performing obligatory actsDifferentiate between rights and duties and obligations | By the end of the lesson, the students should be able to: i. Evaluate and explain the meaning of obligations ii. List and explain different ways of performing obligatory acts iii. Analyze the differences between rights, duties and obligations | i. Students, as a class, discuss the meaning of obligation ii. Students, in pairs, identify and explain the various ways of performing obligatory acts iii. Students, in small group, present a play to explain the difference between rights, duties and obligation For further studies students should Visit the under listed site link https://nigerianscholars.com>tutori | Critical Thinking and problem solving Collaboration and CommunicationCreativity and imaginationDigital literacy Students Leadership and Personal Development | AUDIO VISUAL RESOURCES: A copy of the Nigerian constitutions WEB RESOURCES SITE LINK i. https://nigerianscholars.co>tutorials VIDEO LINK https://www.toutube/CeJp8N3x-0 | ||||
| SOCIAL STUDIES | Abstinence (2) Skills and behavior that enhances abstinence Benefits of abstinence Facts about abstinence | By the end of the lesson, the students should be able to: Identify the refusal skills to abstain from sexual intercourseEnumerate the benefits of abstinenceDiscuss facts about abstinence | Small group role played a refusal skills, the female students present A cardboard title. – SAY NO TO SEXUAL INTERCOURSE – SAY NO TO UNWANTED PREGNANCY | – Collaboration and Communication – Student Leadership and Personal Development | AUDIO VISUAL RESOURCES A chart –title no to sexual intercourse SITE LINK https://shop.ucscc.edu/sexual-health/abstinence.html | |||||
| SECURITY EDUCATION | Causes and effects of murder and rape | By the end of lesson, students should be able to: – critically differentiate between murder and rape – closely argue and debate on reasons why murder and rape should be discouraged – Identify and enumerate the cause of murder and rape – State the effects and consequences for murder and rape | Students in small groups, do the following: – Critically define murder after Collaboration – Define rape in their own words ad understanding – In a playlet demonstrate the consequence for murder and rape – Justify the reasons given for murder and rape in group drama | – Collaboration And Communication – Critical Thinking And Problem Solving Digital literacy | Posters https://www.scout.org>nodehttps://papers.ssrn.com>delivery.cfmhttps://www.theguardian.com | |||||
| 9 | CIVIC EDUCATION | Obligation Effects of non- performance of obligation | By the end of the lesson, students should be able to: i. evaluate the importance of performing obligatory acts in the society ii. Analyze the consequences when citizens fail to perform their civic obligations differentiate between obligations and duties | i. Students, as a class, discuss the importance of obligatory rights in the society ii. Students, in small groups, discuss the consequences citizens failure to perform obligator acts iii. Students, in pairs highlight the difference between obligations and duties: | – Critical Thinking and problem solving – Collaboration and Communication – Student leadership and Personal Development | AUDIO VISUAL RESOURCES A copy of the Nigerian constitution WEB RESOURCES SITE LINK i. https://nigerianscholars.co>tutorials VIDEO LINK https://www.toutube/CeJp8N3x-0 | ||||
| SOCIAL STUDIES | Uniqueness of Nigeria culture ® Factors that makes Nigeria culture unique | By the end of the lesson, students should be able to: i. Describe the uniqueness of Nigeria culture – Compare the uniqueness of Nigeria culture to other African continent – Identify the factors that make Nigeria culture unique | Students, as a class, brainstorm to give their opinion on the uniqueness of Nigeria culture | – Collaboration and Communication – Citizenship – Student leadership and Personal Development | AUDIO VISUALS RESOURCES A chart showing different cultural costumes and festivals SITE LINK https://en.m.wikipedia.org/wiki/culture_of_nigeria https://www.commisceoglobal.com/resources/country-gides/nigeria-guide VIDEO LINK https://m.youtube.com/watch?v=OidB96ZrPRo | |||||
| SECURITY EDUCATION | Causes and effect of advanced fraud (419) and embezzlement | By the end of the lesson, students should be able to: – identify and discuss the causes of advanced fraud (419) and embezzlement – State the effects and consequences for advance fraud and embezzlement suggest measures to curb or reduce the activities of advanced fraud (419) and embezzlement in the society | Students in small groups do the following Brainstorming on the definition of advanced fraud and embezzlement Organize a short platlet on causes of fraud Dialogue in groups on ways by which advanced fraud can be curved | Digital literacy Collaboration and CommunicationCreativity and Imagination | AUDIO VISUALS RESOURCES: Posters https://crr.be.edu>2014/11 https://www.reaearshgate.net>3114 https://youtu.be/omyprgndjs | |||||
| 10 | CIVIC EDUCATION | REVISION | REVISION | REVISION | ||||||
| SOCIAL STUDIES | Adaptability Meaning of adaptability Importance of adaptabilitySkills of adaptability Ways of improving adaptability skills | By the end of the lesson, students should be able to: Discuss adaptability Outline the importance of adaptabilityArrange the skills of adaptability Suggest ways of improving adaptability skills | Students, as a class, discuss on how to adapt to changes in their environment Given a case study of the online training during COVID – 19 | Critical Thinking and Problem solving Communication and CollaborationStudent leadership and personal development | AUDIO VISUAL RESOURCES A chart showing adaptability skills SITE LINK https://www2.erm-academy.org/publication/risk-management-article/why-adapability-important-important-helping-you-manage-charge/ | |||||
| SECURITY EDUCATION | Causes and effect of cultism and drug abuse | By the end of the lesson, students should be able to: – Enumerate some of the causes of cultism and drug abuse in the society Creativity discover consequences and effects of cultism and drug abuse on the society Give their personal option on why cultism and drug abuse should be shunt | Students in small groups do the following: Collaborate to develop meaning of cultist Use the attitude of drug users to arrive of the meaning drug abuse organize A playlet that shows causes and drug abuse Engage learners to debate on consequences of evils in drug abuse | Collaboration and communication – Critical thinking and problem solving – Student leadership and personal development Digital literacy | AUDIO VISUAL RESOURCES Pictures of cult groups SITE LINK https://www.britanica.comhttps://www.conise.ngHtpps://www.ncbi.nlm.nih.govhttps://youtu.be/jk9mvsbqi | |||||
| 11 | REVISION | REVISION | Revision | |||||||
| 12&13 | EXAMINATION | EXAMINATION |
Ministry of Education Lagos state Government. JSS1 National Values Education Scheme of Work.Unified NVE Scheme of Work for JSS ONE.
3RD TERM NATIONAL VALUES EDUCATION SCHEME OF WORK JSS 1
| WEEKS | THEME | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES | |||
| 1 | CIVIC EDUCATION | Revision of last term work / national consciousness and identity Meaning Features | By the end of the lesson, students should be able to: i. Answer questions from second term examination ii. Analyze and explain the terms national consciousness and national identity iii. evaluate the features of national consciousness and national identity | i. Students, in pairs, answer questions from last term topics ii. Students, as a class, discuss the term national consciousness and national identity iii. Students, in small groups, identify and discuss the feature of national consciousness and national identity | – Critical thinking & problem solving -Collaboration & Communication – Student leadership and personal Development | AUDIO VISUAL RESOURCES Picture of different Nigerian tribes WEB RESOURCES: SITE LINK https://passnownow.com/classwork-series-exercises-civic-education-isslnation-consciousness-identity/ VIDEO LINK https://youtu.beE6NvJT_OpBA | |||
| SOCIAL STUDIES | Resumption test/revision of 2nd terms work | ® evaluation of 2nd terms work/ treating of 2nd term past question ® respond to various question | Expose – student to revision of 2nd term’s work and answering of 2nd term past question | Communication and Collaboration Creative and Imagination | Reference to textbooks Scheme of work Note book | ||||
| SECURITY EDUCATION | Resumption test/ revision of 2nd term work and examination questions | ||||||||
| 2 | CIVIC EDUCATION | National symbols and their meaning Coat of arms National flag National currency | By the end of the lesson, students should be able to: i. Analyze the meaning of national symbols ii. Identify and analyze the symbols on the coat of arms iii. identify and analyze the symbols on the national currency | i. Students, as a class, discuss the term national symbols ii. Students, in pairs, identify and analyze he symbols on the coat of arms iii. Students, in small groups, identify and analyze the symbols on the national currency | Communication and collaboration Citizenship Student leadership and Personal Development | AUDIO VISUAL RESOURCES: Samples of Nigerian currency A flex showing the Nigeria coat of arms WEB RESOURCES: SITE LINK https://www.legit.ng/1122778-5-nigerian-national-symbols-their-meaning.html. | |||
| SOCIAL STUDIES | Negotiation (I) meaning of negotiation Situation that may need negotiation Steps in a successful negotiation | By the end of the lesson, students should be able to: Discuss negotiation Itemize the situation that may need negotiation Analyze the step in a successful negotiation | – Students, as a class, discuss the term “negotiation” – Small groups role play negotiating skills | – Critical Thinking and Problem Solving – Communication and Collaboration – Student leadership & Personal Development | AUDIO VISUALS RESOURCES A Chart showing the steps in a successful negotiation SITE LINK https://www.investoopedia.com/term/n/negotiation.asp VIDEO LINK https://m.youtube.com/watch?v=XOu8O_vM | ||||
| SECURITY EDUCATION | Causes and effects of bribery and corruption | By the end of the lesson, students should be able to: – Produce examples and causes of bribery and corruption – Demonstrate and analyses the effects of bribery and corruption | – Students, in small groups, do the following: – Argue and give various acts of bribery and corruption – Dramatize ways by which people give bribes – Carry out a project on thing given as bribe – Act a short playlet on corruption in the society | – Collaboration and Communication – Student leadership and Personal Development – Collaboration and Communication | AUDIO VISUAL RESOURCES Picture showing people engagement in bribe WEB LINK https://youtu.be/wntom2g-sg4 https://www.intechopen.com>books | ||||
| 3 | CIVIC EDUCATION | National symbol National anthem | By the end of the lesson, students should be able to: i. Recite the national anthem correctly ii. Analyze and evaluate the unifying measures included in the national anthem iii. Discuss the importance of the national anthem | i. Students, in small groups, display various national symbols in their groups ii. Students as a class, recite the national anthem iii. Students, in pairs, point out the unifying measures in the national anthem and discuss their importance | Communication and Collaboration Student leadership and Personal Development Collaboration and Communication | AUDIO VISUAL RESOURCES A chart showing the lyrics of Nigeria National anthem WEB RESOURCES: SITE LINK https://en.m.wikipedia.org/wiki/Arise,_O-Compatriots VIDEO LINK https://youtu.be/avPeagYhbgo | |||
| SOCIAL STUDIES | Negotiation (2) Factors that influence negotiation Negotiation and refusal skill technique Advantages of negotiation Negotiation safer sexual behavior | By the end of the lesson, students should be able to: Enumerate the factors that influence negotiation Distinguish between negotiation and refusal skill techniques Pin-point the advantages of negotiation safer sexual behavior | Small group role play negotiation skills | Critical Thinking and Problem Solving – Students leadership and Personal Development – Communication and Collaboration | AUDIO VISUALS RESOURCES A chart showing different contraceptives e.g. condom SITE LINK https://www.managementstudyhq.com,/factors-influencing-negotiationhtml | ||||
| SECURITY EDUCATION | Effects of the sales of banned and contaminated foods | By the end of the lesson, student should be able to: – Produce samples of contaminated food items – Outlines some of the causes and effects of the sales of banned and contaminated foods – Differentiate between banned and contaminated foods | The teacher divides the class into groups to: – Critically describe qualities of banned or contaminated food – Embrace on a project and make presentations about contaminated foods – Dramatize causes of sales of banned and contaminated food – Mimic the effects of contaminated food on human | – Collaboration and communication – Creativity and Imagination | AUDIO VISUAL RESOURCES: Chart showing some banned foods SITE LINK https://youtu.be/aao2vxmosfa https://www.grossarchive.com?upload/1412325824.htm |
| 4 | CIVIC EDUCATION | National symbol National Pledge | By the end of the lesson, students should be able to: i. recite the national pledge correctly ii. Analyze and evaluate the unifying measures included in the national pledge iii. Highlight the importance of national pledge | i. Students, as a class, recite the national pledge ii. Students, as a class, identify the unifying measures included in the national pledge iii. Students, in pairs, highlight the importance of national pledge | Communication and Collaboration – Citizenship – Student Leadership and Personal Development | AUDIO VISUAL RESOURCES Nigeria National flag WEB RESORUCES: SITE LINK https://www.facts.NAT-IDENTITY/THE-NATIONAL-PLEDGE/ VIDEO LINK: https://youtu.be/kunpBjDSQ5Q |
| SOCIAL STUDIES | STI/HIV/AIDS ® Meaning of STI/ ® Causes of STI/HIB/AIDS ® Effects of STI/HIV/AIDS | By the end of the lesson, the students should be able to: Write the full meaning of STI/HIV/AIDSDescribe STI/HIV/AIDS Outline the effects of sexually transmitted diseases on the society | Students, as a class, discuss some sexually transmitted diseases | Communication and collaboration Digital literacy | AUDIO VISUAL RESOURCES Edition chart to show STI/HIV/AIDS SITE LINK https://www.hiv.gov.hiv-basics/overview/about-hiv-and-aids/what-are-hiv-and-aids VIDEO LINK https://m.youtube.com/watch?v=AZZGQ13WwXw | |
| SECURITY EDUCATION | Dealing in fake drugs | By the end of the lesson, students should be able to: Distinguish between fake drugs Identify the cause of dealing in fake drugs Outline ways and methods to curb the sales of fake drugs Produce the name of organization that monitor the sales of drugs | The students were divided into groups to do tasks below Through the leader of the group deliver various reason why we call something fake Each group is to discuss characteristics of fake drugs Students are to debate reasons why people deal in fake drugs Dramatize measures to fight the production and circulation of fake drugs | Collaboration and communication skills – Critical thinking and problem solving skills – Student leadership and personal development | AUDIO VISUAL RESOURCES Examples of fake drugs SITE LINK https://youtu.be/obcxymvwemo https://youtu.beaxfattyshoqs | |
| 5 | CIVIC EDUCATION | MEASURES ADOPTED BY Nigeria government to promote unity among Nigerian i.e. unity schools, NYSC, tolerance, hospitality, inter-marriage, federal character | By the end of the lesson, students should be able to: i. Analyze the evaluate the various ways of promoting national unity ii. Analyze how the Nigerian government uses the NYSC and Inter-marriage to promote unity iii. Discuss the benefits of the above to the society | i. Students as a class discuss the ways by which government promote national unity ii. Students, in pairs, highlight the ways by which NYSC and intertribal – marriage promote unity iii. Students, in small groups, discuss the benefits of unity to Nigeria as a society for further studies students should visit the under listed site link https://infoguidenigeria.com/ways-promote-national-unity-nigeria/ | – Communication and Collaboration – Critical Thinking and Problem Solving – Digital literacy | AUDIO VISUAL RESOURCES Youth corps members serving their fatherland WEB RESOURCES SITE LINK https://inforguidenigeria.com/ways-promote-national-unity-nigeria/ VIDEO LINK https://youtu.be/3YOQYK8NYy8 |
| SOCIAL STUDIES | Social issues and problems Examination malpractice Causes of examination malpractice Effects of examination malpractice Solution to examination malpractice | By the end of the lesson, students should be able to: – Describe examination malpractice – Identify the causes of examination malpractice – Outline the effect of examination malpractice on the education system – Recommend possible solution to examination malpractice | Students, as a class, discuss on different examination malpractice exhibited by their peer groups | – Collaboration and Communication – Critical Thinking and Problem Solving | AUDIO VISUAL RESOURCES A chart that displaying different acts of examination malpractice . SITE LINK https://m.guardian.ng/opinion/causes-and-solutions-to-the-problem-of-examination-malpractice/ VIDEO LINK https://m.youtu.bewatch?y=am_0xo4hhBQ | |
| SECURITY EDUCATION | Relating with security agent | By the end of the lesson, students should be able to: Identify names of some security agents and enumerate their dutiesFormulate tips and ways of relating with security agentsDistinguish between the functions and duties of some of the security agents | Students, in small groups, do the following: Dramatize operation of security agents Act activities of a preferred security agent To discuss the function of a security agent Chosen by the group Compare different security agents mentioned in the teaching | Collaboration and Communication Creativity and Imagination Critical Thinking and Problem Solving Student leadership and Personal Development | AUDIO VISUAL RESOURCES Picture of a security agent SITE LINK https://youtu.be/x1nedi9zo https://youtu.be/cajq3eh9lil | |
| 6 | CIVIC EDUCATION | Measures adopted by Nigerian government to promote unity among Nigerians i.e. Unity schools, NYSC, tolerance, hospitality, inter-marriage, federal character | By the end of the lesson student should be able to: i. Analyze and evaluate the measures adopted in the government to promote unity among Nigerians ii. Analyze the effectiveness of the measures adopted iii. Highlight the importance of the measures adopted | i. Students, as a class,, discuss some of the ways government use to promote unity in Nigeria ii. Students, in small groups, discuss the effectiveness of these measures iii. Students, in pairs, discuss on the importance of the adopted measures | – Critical Thinking and Problem Solving – Collaboration and Communication – Student Leadership and Personal Development | AUDIO VISUAL RESOURCES: A picture of inter-tribal marriage and Youth Corp members serving in various state WEB RESOURCES: SITE LINK https://infoguidenigeria.com/ways-promote-national-unity-nigeria/ VIDEO LINK https//youtu.be/3YOQYK8NYy8 |
| SOCIAL STUDIES | Cultism Causes of cultism Effect of cultism Preventive measures | By the end of the lesson, students should be able to: Explain Cultism State the causes of cultism in the society Identify the effect of cultism on the society Profit some preventive measures of cultism in the society | Students, as a class, discuss some negative behaviours among their school mates, peer groups which is mostly attributed to cultism | -Collaboration and Communication – Student leadership and Personal Development – Citizenship | AUDIO VISUALS RESOURCES A chart showing different symbols and logos of different cults WEB RESOURCES https://www.concise.ng/20190214cultism-in-nigeria/amp/ VIDEO LINK Hhtps://m.youtube.com/watch?v=G3I-boXgZCg | |
| SECURITY EDUCATION | CRIMES PREVENTION | By the end of the lesson, students should be able to: Formulate an acceptable and appropriate definition for crime prevention Dramatically demonstrate some ways and methods that can be used to prevent crimes in schools Describe and analyze factors that can encourage crimes in school | Students, in small groups, perform these task: Dramatize ways the security agents fight crimes Brainstorm on an appropriate definition for crime Students narrate some criminal activities they have engaged in Debate some ways or method to fight crimes I the school | Student leadership and Personal DevelopmentCollaboration and Communication Creativity and Imagination | AUDIO VISUAL RESOURCES Picture of a various crimes perpetrated in the school SITE LINK https://youtu.be/Eqo7gwfP9s https://troopers.ny.gov>working | |
| 7 | MID-TERM BREAK | MID- TERM TEST | MID- TERM BREAK | MID TERM TEST | ||
| 8 | CIVIC EDUCATION | How individuals can promote national unity Measures Institutions that promotes national unity | Students should be able to i. Highlight and analyze the institutions set to foster national unity ii. Discuss ways by which individual can promote national unity iii. suggest more measures to be used to unite Nigerians | i. Students, in small groups, highlight the institutions that can foster national unity ii. Students, in small groups, explain how individuals can promote national unity iii. Students, in small groups, brainstorm on more measures that can be used to promote national unity | – Critical Thinking and Problem Solving – Collaboration and Communication – Student Leadership and Personal Development | AUDIO VISUAL RESOURCES: A picture of Nigerian different ethnic groups working together WEB RESOURCES: SITE LINK https://schoolportalng.com/national-unity-and-integration-amp/ https://infoguidenigeria.com/ways-promote-national-unity-nigeria/ VIDEO LINK https://youtu.be/3YOQYK8NYy8 |
| SOCIAL STUDIES | Natural Unity and integration ® Meaning of National unity & Integration ® Need for National unity & integration ® Importance ® Problem of National unity & integration ® Ways of promoting national unity & integration | By the end of the lesson, students should be able to ® Describe National unity and integration ® Identify the need for national unity and integration ® Outline the importance of National unity ® enumerate the problems of national unity ® suggest ways of promoting national unity | ® Student in small groups, present the song titled “Nigeria yii ti gbogbo wa ni” – Student, as a class, recite the National anthem and National pledge to show the unity and oneness of our country Nigeria. | -Collaboration and Communication – Student leadership and Personal Development – Citizenship | AUDIO VISUALS RESOURCES A chart showing where the tribes (Igbo, Yoruba and Hausa any carry the map of Nigeria) SITE LINK https://passnownow.com/jss1-socialstudies-third-term-national-unity/ VIDEO LINK https://youtu.be/3YOQYK8NYy8 | |
| SECURITY EDUCATION | Curbing examination malpractices in school | By the end of the lesson, students should be able to: Describe some of the condition that lead learners to examination malpractices Suggest solution to the menace of examination malpractice in the school Demonstrate some punishment attached to examination malpractices | Students, in small groups, do the following:Interact and discuss what is examination malpractice Demonstrate how students engage in the act of examination malpractices Dramatize some of the conditions that lead students to malpractices Debate on the various solutions to the evil of examination malpractices | Collaboration and Communication Creativity and Imagination | AUDIO VISUAL RESOURCES Chart showing examination malpractices in school SITE LINK https://scholarworks.un.edu>cgi https://www.legit.ng/1142694 https://www.legit.ng.1142694-examination-malpratices-effectssolution-nigeria.html | |
| 9 | CIVIC EDUCATION | Nigerian constriction Meaning Aspect that seek to promote national consciousness | Students should be able to i. evaluate and explain the constitution ii. identify the purpose of having one constitution iii. analyze the application of the constitution in fostering National consciousness | i. Students, as a class, discuss the national constitution ii. students, in pairs evaluate the purpose of having one constitution iii. Students in small groups discuss the application f the constitution in fostering National consciousness | – Critical Thinking and Problem Solving – Collaboration and Communication – Student Leadership and Personal Development | AUDIO VISUAL RESOURCES: The Nigerian constitution WEB RESOURCES: SITE LINK https://www.concourt.am/armenian/legal_resources/wprld_constitutions/constit/nigeria/nigeri-e.html VIDEO LINK https://youtu.be//z_UVpija3ro |
| SOCIAL STUDIES | Influence of man in his environment ® Impact of man in the physical environment ® Positive and negative human activities ® Solution to negative human activities on the environment | By the end of the lesson, students should be able to ® Describe man and his environment ® Identify human impact on the physical environment ® Distinguish between positive and negative human activities on the environment ® proffer solution to the negative human activities on the environment | Students as a class discuss different natural resources and their usefulness to the economy. Human beings extracted gold to become jewelries human being extract cocoa to become beverages | -Collaboration and Communication – Student leadership and Personal Development – Critical Thinking and Problem Solving | AUDIO VISUALS RESOURCES A chart showing natural resources SITE LINK https://en.m.wikipedia.org/wiki/Human_impact_on_the_environment VIDEO LINK https://youtu.be.com/watch?v=IKZMGBA_0ok | |
| SECURITY EDUCATION | Curbing cultism in school | By the end of the lesson, students should be able to: Demonstrate some punishment for cultists in schools Summarize and discuss the effects of cultism on educational Performance of learners Evaluate the possible ways of curbing or preventing cultism in schools Analyze the consequences of being a cultist | The students were arranged into groups to do the following activities:Brainstorm on how to describe cultism The group leader presents the list of cult groups compiled by members of each group Present dramas where cultists give reason behind their being a cultist A playlet showing the effect of cultism on students | Student leadership and Personal DevelopmentCollaboration and Communication | AUDIO VISUAL RESOURCES Picture showing convicted cultist SITE LINK https://concise.ng>2019/02/14 https://concise.ng?cultis | |
| 10 | CIVIC EDUCATION | |||||
| SOCIAL STUDIES | Environmental problems ® Causes ® Effects ® Solution | By the end of the lesson the student should be able to: ® Discuss environmental problem ® Identify the different environmental problems in Nigeria ® State the causes of environment problems in Nigeria ® Outline the effect of environmental problems on the society | Students, as a class, discuss the environmental problems in the society | -Collaboration and Communication – Critical Thinking and Problem Solving – Creativity & Imagination | AUDIO VISUALS RESOURCES A chart showing no different environment problems SITE LINK https://www.renewableresourcescoalition.org/top-environmental-problems/ VIDEO LINK https://youtu.be/ksobovmbzji | |
| SECURITY EDUCATION | Role of the police in crime prevention | By the end of the lesson, learners should be able to:Describe through logical thinking the police forceEnumerate the activities of police force in fighting crimesDemonstrate the ways through which police fight crimes | Students, in small groups do the following:Present a member of the group dress like a police officer Dramatize a group of police officers in an act of fighting crimes on a cardboard they write out roles f a police officerOrganize a debate to argue on how a police office should behave | Collaboration and Communication Critical Thinking and Problem Solving Creativity and Imagination | AUDIO VISUAL RESOURCES Chart showing way to prevent crimes SITE LINK https://papers.ssrn.com>sol3 VIDEO LINK https://youtube/ksobovmbzji | |
| 11 | Revision | Revision | ||||
| 12 | Examination | Examination | Examination | Examination | Examination | Examination |
