Access Free Senior Secondary School Automobile parts Merchandising Scheme of work for SSS1. SS1 Syllabus Lagos State – Schemeofwork.com
SSS1 Automobile Parts Merchandising Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Describe general safety in the work shop | By the end of the lesson, the students should be able to: (i) identify causes of accidents in the workshop. (ii) Keeps highly inflammable substances in a safe place in the workshop (iii) Operate a portable electrical instrument | (i) The students observe lighting a Slick dip inside the petrol and see the effect in the charts. (ii). The students cleans the oil on the floor in the workshop (iii). The students operate a portable electrical instrument underlie guidance of a teacher | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solving Creativity and Imagination | Posters Charts Software |
| 2 | Safety precaution in auto parts merchandising shop | By the end of the lesson, the students should be able to: (i) Tidy the workshop (ii) Arrange the parts accordingly iii) State why inflammable ebb stances should be kept away from flames and heat. | (i) The students tidy the scattered workshop under the guidance of a teacher (ii) The students rearrange various parts littered on the floor in the workshop (iii) The student keep away the different inflammable substances e.g. Gas, Petrol in a sale place away from heal and naked flame in the workshop. | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solving Creativity andImagination | Posters Charts Software |
| 3 | Safety precaution and danger related to inflammable substances and electrical tools . | By the end of the lesson, the students should be able to: (i) Define safety precautions (ii) State causes of accidents in auto parts merchandising shop. (iii) Differentiate between inflammable substances and electrical tools machine | (i) The student observes effect of accident occurring in the workshop (ii) The students observe the effect of accident caused by inflammable substances such as Gas, Petrol, Kerosene etc. . | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solving Creativity and Imagination | Posters Charts Software |
| 4 | Engine components e.g. Piston, Crankshaft Connecting Rod etc | By The end of the lesson, the students should be able to: (i) List the engine parts (ii). Draw the piston, crankshaft and the connecting rod (iii) Differentiate between various type of piston | (i) The students dismantle the engine provided (ii) The student remove the component one after the other (iii) The students draw the piston and connecting rod | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solving Creativity and Imagination Communication | Posters Charts Software |
| 5 | Engine components, Valves, Cylinder head, oil pump etc | By the end of the lesson, the students should be able to: (i)List the engine parts (ii) Identify the engine pods i.e. Valves, Cylinders head and pump (iii) Draw the components one by one | (i) : The students remove tie cylinder head from the engine / lose the cylinder head from the. engine (ii) The students remove the valve (iii) The students draws the valve and the tappet | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solvingCreativity and Imagination | Posters Charts Software |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 6 | Engine component e.g Fuel pump, Fan belt, Fan blade, Push rod, Rocker shaft etc | By the end the lesson, the students should be able to: (i) State the functions of various entire component (ii) List the engine component (iii) Identify the engine component | (i) The students remove the fan bolt froth the vehicle provided (ii) The students remove the pump from the taek of the vehicle provided,. (iii) The students draw the push rod. | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solvingCreativity and Imagination | Posters Charts Software |
| 7 | MID TERM BREAK | ||||
| 8 | Describe the location of each component of engine part on the vehicle and their functions | By the end of the lesson, the students should be able to: (i) Locate the position of the engine parts (ii) Position the engine component | (i) The students re arrange the engine component dismantled from the engine provided (ii) The students fixed the piston and connecting rod in the cylinder | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solvingCreativity and Imagination | Posters Charts Software |
| 9 | Describes materials made up of each engine components | By the end of the lesson, the students should be able to: (i) List various materials of engine component (ii) Differentiate between various types of engine components. | (i) The students observe the component of the engine (ii) The students differentiate differences between the materials of the component under the supervision of the teacher. | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solvingCreativity and Imagination | Posters Charts Software |
| 10 | Describe types of tools in auto workshops | By the end of the lesson, the students should be able to : (i) List types of tools (ii) differentiate between the types of tools (iii) Sketch simple hand tools (iv) State the uses of tools. | (i) The students bring out the tool box and use various sizes of the tools on different parts of the vehicle (ii) The students makes us of hammer plier on the work piece provided on the workbench. | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solvingCreativity and Imagination | Posters Charts Software |
| 11 | Care of tools | By the end of the lesson, the students should be able to: (i) State the different ways of taking care of tools (ii) List the effects of improper tool care | (i) The students draw various types of tools used on the work piece (ii) The students clean the tools used on the work bench and re arrange them in the tool box | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solvingCreativity and Imagination | Posters Charts Software |
| 12 | Revision project | Construction of motor vehicle using a carton | |||
| 13 | Examination | ||||
| 14 | Examination |
Automobile Parts Merchandising Scheme of Work SSS1 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Welcome test / Revision of last term work | Welcome Test (i) Stated safety precaution (ii) State various materials made up of tool | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solving, Creativity and Imagination | Posters Charts Software | |
| 2 | Arrangement of parts | B the arid of the lesson; the students should a able to: – (i) State the types of part arrangement (ii) List the advantages of parts arrangement | (I) The students re – arrange the component parts in a cabinet provided. (‘a) The students group the components according to manufacturer e.g. Taiwan or German (iii) The students re –arrange the parts into brand e.g. Toyota, Peugeot, Volkswagen etc | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solving, Creativity and Imagination | Posters Charts Software |
| 3 | Advantages of parts arrangements | By the end of the lesson, the students should be able to: (i) List the advantages of parts arrangement | (i) The students observe the effect at proper and improper arrangement of the pads. (ii) The students state the advantage and disadvantages of the arrangement of parts. | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solvingCreativity and Imagination | Posters Charts Software |
| 4 | Principles of maintaining parts level | By the end of the lesson, the students should be able to: (I) State a principles of maintaining part level (ii) State reasons for maintaining parts level | (i) The students observe the arrangement of the parts in the poster and software (ii) The students re-arrange the parts ins cabinet provided | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solving Creativity and Imagination | Posters Charts Software |
| 5 | Reasons for maintaining parts level | By the end of the lesson, tap students should he able to: (i) State reasons for maintaining parts level (ii) List ate advantages of maintaining parts level | (i) The students observe the arrangement of parts toe certain level in the posters and software (ii) The student arrange / re – arrange the parts in a cabinet to a reasonable level | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solving Creativity and Imagination | Posters Charts Software |
| 6 | Advantages of maintaining parts level | By the end the lesson, the students should be able to: (i) List he advantages of maintaining parts level (ii) Arrange the parts to a limited level | ii) The students observe the parts arrange at a normal level (ii) The students state the advantages of maintaining the part arrangement at a normal level | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solving Creativity and Imagination | Posters Charts Software |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 7 | MID-TERM BREAK | ||||
| 8 | Storing of parts | By the end of the lesson: the students should be able to: (iii) Define storage (iv) List the ways at storing parts in the store | (i) The students observe the parts storage in the poster and software (ii) The students arrange / store some parts in the cabinet provided | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solving Creativity and Imagination | Posters Charts Software |
| 9 | Ways of storing parts to the store | By the end or he lesson, the students should be able to: (i) State the ways of storing parts in the store (ii) Arrange parts n a proper ways | (i) The students observe the improper way of storing part (ii) The students state the proper way of storing parts | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solvingCreativity and Imagination | Posters Charts Software |
| 10 | Improper storing of pads in the store | By the end of The lesson, the students should be able to: (v) State the effect of improper storing of parts in the store. (vi) List the accidents involve | (I) The students state the effect of damages caused by the improper storing of the art (ii) The students arrange the parts in a proper way | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solving Creativity and Imagination | Posters Charts Software |
| 11 | Advantages of storing – parts in a proper ways in the store | By the end of the lesson, the students should be able to: (i) List the advantages of proper ways of storing parts | (i) The students observe the improper storing of the parts (ii) The students state the advantages of storing parts in a proper way | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solvingCreativity and Imagination | Posters Charts Software |
| 12 | Revision of the term work/ Project | ||||
| 13 | Examination | ||||
| 14 | Examination |
Automobile Parts Merchandising Scheme of Work SSS1 Third Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Types of regulatory bodies | By the end of the lesson, the students should be able to: (i) State regulatory bodies (ii) List types of regulatory bodies | (i) The students are grouped to act as a regulatory body under the guidance of a teacher, whereby some group will be acting as a distributor and the other as the supplier | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solvingCreativity and Imagination | Posters Charts Software |
| 2 | Functions of regulatory bodies | By the end of the lesson, the students should be able to: (vi) State ft ,e function of – regulatory bodies (vii) State the meaning of regulatory bodies | (i) The student observe from the video dip the function of a regulatory body (ii) The students state the functions of the regulatory bodies. : | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solving Creativity and Imagination | Posters Charts Software |
| 3 | Introduction of auto part merchandising | By the end of the lesson, the students should be able to: i) Defined merchandising ii) Explain the meaning of auto parts merchandising | (i) The students observe auto part merchandising from video clip and posters (ii) The students as a class discuss the meaning of auto parts merchandising under the guidance of the teacher | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solvingCreativity and Imagination | Posters Charts Software |
| 4 | Quality of a good auto parts merchandiser | By the end of the lesson, the students should be able to: (i) State the qualities of a good auto parts merchandiser (ii) Mention some of the qualities of a good auto parts merchandiser | (i) students in small groups act a auto parts merchandiser, distribution buyer and supplier (ii) The students state the quality of an auto part merchandising | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solving Creativity and Imagination | Posters Charts Software |
| 5 | What is meant to be a good auto parts merchandiser | By the end of the lesson, the students should be able to (i) explain what is meant to be a good auto parts merchandiser (ii) List the qualities of a good merchandise | (i) The students demonstrate by acting as a good auto parts merchandiser (ii) The students list the quality of a good auto parts merchandiser | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solvingCreativity and Imagination | Posters Charts Software |
| 6 | Sales and sales call | By the end of the lesson, the students should be able to: (i) Outline selling and sales call (ii) Explain meaning of sales call | (i) The students observe the sales call from the video clips and posters (ii) The students were grouped to act as a sales call | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solving Creativity and Imagination | Posters Charts Software |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 7 | Mid term break | ||||
| 8 | Various ways of selling | By the end of the lesson, the students should be able to: (i) State various ways of selling (ii) List various ways of selling | (i) The students are grouped to act in various ways of selling to the customer (ii) The students were given the opportunity to make use of a phone to do transaction | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solvingCreativity and Imagination | Posters Charts Software |
| 9 | Various steps for sales call | By the end of the lesson, the students should be able to: (i) List steps for sales call (ii) – State steps to sales call | (i) The students observe the sales call preparation e.g. greeting etc (ii) The students in a small grouped to act various step in sales call | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solving Creativity and Imagination | Posters Charts Software |
| 10 | Customer service and advantages | By the end of the lesson, the students should be able to: (i); Explain the meaning of customer service. (ii) State the advantages of customer service | (i) The students observe the relationship between the seller and buyer (ii) The students state tie advantage of having a good relationship with customer | Communication and Collaboration Leadership and Personal Development. Critical thinking and Problem solving Creativity and Imagination | Posters Charts Software |
| 11 | Customers complaint | By the end of the lesson, the students should be able to (i): Handle customers complaint (ii) Relate well with the customers | (i) The students observe how to listen to customers complaints in an auto parts-shop (ii) The-students are grouped to act as a customer and a seller and make a complaint to know how to relate well with customer. | Communication and Collaboration Leadership and Personal Development.Critical thinking and Problem solving Creativity and Imagination | Posters Charts Software |
| 12 | Revision of the term work | ||||
| 13 | Examination | ||||
| 14 | Examination |
